Faculty and student feedback on blended courses is instrumental to improving blended courses and programs. The purpose of this article is to describe the process and results of blended learning outcome assessment at a large, multi-campus, private university. The outcome measures used in this assessment were developed in the context...

Online instruction, like all traditional instructional environments, requires learner self-control and proactive learning to construct knowledge and acquire skills. However, online students often fail to complete some components of their online work each week, damaging their overall academic progress in the course. To assist students in completion of all assigned...

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students' civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt...

This study compares dialogic behavior in asynchronous course forums from blended learning environments with non-mandatory student participation at a campus-based college and at a distance education, Open University.  The goal is to document similarities and differences in students' and instructors' dialogic behavior that occur in two similar instructional resources used...

The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful interaction. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed...

A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examines perceptions of six experienced online instructors to determine factors they believe increase interaction among their students and between the students and instructor of online courses. The end result is an inventory of...

Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred "sometimes" as did other emotions (e.g.,...