Volume 16, Issue 4 - June 2012

Blended Course Design: A Synthesis of Best Practices

Patricia McGee, The University of Texas at San Antonio
Abby Reis, The University of Texas at San Antonio

Blended or hybrid course offerings in higher education are commonplace and much has been written about how to design a blended course effectively. This study examines publically available guides, documents, and books that espouse best or effective practices in blended course design to determine commonalities among such practices. A qualitative meta-analysis reveals common principles regarding the design process, pedagogical strategies, classroom and online technology utilization, assessment strategies, and course implementation and student readiness. Findings reveal areas of disconnect and conflict, as well as implications for the likelihood of successful utilization when best/effective practices are followed.

Multidimensional Assessment of Blended Learning: Maximizing Program Effectiveness Based on Student and Faculty Feedback

Orly Calderon, Long Island University, CW Post Campus
Amy Patraka Ginsberg, Long Island University, Brooklyn Campus
Liz Ciabocchi, Long Island University, University Center

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...

Using a Generalized Checklist to Improve Student Assignment Submission Times in an Online Course

Terence Cavanaugh, University of North Florida
Marcia L. Lamkin, University of North Florida
Haihong (Helen) Hu, University of Central Arkansas

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...

No Significant Difference in Service Learning Online

Sue Y. McGorry, DeSales University

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...

A Comparison of Non-Mandatory Online Dialogic Behavior in Two Higher Education Blended Environments

Paul Gorsky, Open University of Israel
Avner Caspi, Open University of Israel
Ina Blau, Open University of Israel

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...

Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors

Daniel Zingaro, Ontario Institute for Studies in Education (OISE) University of Toronto
Murat Oztok, Ontario Institute for Studies in Education (OISE) University of Toronto

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...

Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors

Cindy S. York, Northern Illinois University
Jennifer C. Richardson, Purdue University

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...

Do Students Experience "Social Intelligence", Laughter, and Other Emotions Online?

Katrina A. Meyer, University of Memphis
Stephanie J. Jones, Texas Tech University

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.,...