Volume 13, Issue 1 - April 2009

Introduction to the Special Issue on Blended Learning

Anthony G. Picciano, Associate Editor, JALN

In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best...

Blending With Purpose: The Multimodal Model

Anthony Picciano, Graduate Center and Hunter College, City University of New York (CUNY)

The purpose of this article is to propose a blending with purpose multimodal conceptual model for designing and developing blended learning courses and programs. A blended learning model is presented that suggests teachers design instruction to meet the needs of a variety of learners. Specifically, Blending with Purpose: The Multimodal...

Comparing Student Performance: Online Versus Blended Versus Face-to-Face

David K. Larson, University of Illinois at Springfield
Chung-Hsien Sung, University of Illinois at Springfield

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes.  The research compares student exam and final grade results in this class that was...

A Case Study from Golden Gate University: Using Course Objectives to Facilitate Blended Learning in Shortened Courses

Robert Fulkerth, Golden Gate University

This paper discusses utilizing course objectives to drive the change of existing 10–15 week undergraduate courses into 8-week courses that feature blended learning tools. To begin the redesign process, instructors and a faculty mentor revisit course objectives for currency, and with an eye toward blended course restructuring. The restructuring is...

MSU Medical Colleges Blended Learning for First Year Science Courses: Uniting Pedagogy to Maximize Experience and Real World Limitations

Kathryn Lovell, Michigan State University
Karen Vignare, Michigan State University

At Michigan State University the two medical schools, College of Human Medicine (CHM; M.D. degree) and College of Osteopathic Medicine (COM; D.O. degree),  have offered the same science courses to first year students for many years. Science departments report to both colleges, and the same faculty can effectively teach the...

The Sloan-C Pillars and Boundary Objects As a Framework for Evaluating Blended Learning

Mark Laumakis, San Diego State University
Charles Graham, Brigham Young University
Chuck Dziuban, University of Central Florida

The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently.  The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide a foundation for the evaluation...

Dancing with a Bear: One University’s Experience with Evaluating Blended Learning

Patsy Moskal, University of Central Florida

The 2008 Sloan Blended Workshop evaluation track provided participants with ideas, methods, and resources with which to design and evaluate their courses, programs, and blended initiatives. The many questions that arose from participants at the Workshop provided the motivation to document our University’s evaluation experiences at course, program and institutional...