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Blended learning: the new normal and emerging technologies.

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Title: Blended learning: the new normal and emerging technologies.
Authors: Dziuban, Charles1 Charles.Dziuban@ucf.edu, Graham, Charles R.2 Charles.Graham@byu.com, Moskal, Patsy D.1 Patsy.Moskal@ucf.edu, Norberg, Anders3 Anders.Norberg@gmail.com, Sicilia, Nicole1 nsicili@knights.ucf.edu
Source: International Journal of Educational Technology in Higher Education. 2/15/2018, Vol. 15 Issue 1, p0-0. 1p. 6 Charts.
Subject Terms: *Blended learning, *Information technology, Technological innovations
Abstract: This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Dziuban%2C+Charles%22">Dziuban, Charles</searchLink><relatesTo>1</relatesTo><i> Charles.Dziuban@ucf.edu</i><br /><searchLink fieldCode="AR" term="%22Graham%2C+Charles+R%2E%22">Graham, Charles R.</searchLink><relatesTo>2</relatesTo><i> Charles.Graham@byu.com</i><br /><searchLink fieldCode="AR" term="%22Moskal%2C+Patsy+D%2E%22">Moskal, Patsy D.</searchLink><relatesTo>1</relatesTo><i> Patsy.Moskal@ucf.edu</i><br /><searchLink fieldCode="AR" term="%22Norberg%2C+Anders%22">Norberg, Anders</searchLink><relatesTo>3</relatesTo><i> Anders.Norberg@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Sicilia%2C+Nicole%22">Sicilia, Nicole</searchLink><relatesTo>1</relatesTo><i> nsicili@knights.ucf.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+technology%22">Information technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink>
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  Data: This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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