Blended Learning: A Dangerous Idea?
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| Title: | Blended Learning: A Dangerous Idea? |
|---|---|
| Language: | English |
| Authors: | Moskal, Patsy, Dziuban, Charles, Hartman, Joel |
| Source: | Internet and Higher Education. Jul 2013 18:15-23. |
| Availability: | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Scholarship, Stakeholders, Total Quality Management, Blended Learning, College Instruction, Faculty Development, Instructional Effectiveness, Program Effectiveness, Models, Alignment (Education) |
| Geographic Terms: | Florida |
| DOI: | 10.1016/j.iheduc.2012.12.001 |
| ISSN: | 1096-7516 |
| Abstract: | The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the institution. These data are used to inform stakeholders and impact policy to improve faculty development and other support structures necessary for success. This iterative loop of continuous quality improvement is augmented by faculty scholarship of teaching and learning research. The evolution of blended learning at the University of Central Florida is used as a model and research collected over sixteen years illustrates that with proper support and planning, blended learning can result in positive institutional transformation. (Contains 5 tables and 3 figures.) |
| Abstractor: | As Provided |
| Entry Date: | 2013 |
| Accession Number: | EJ1007155 |
| Database: | ERIC |
| Abstract: | The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the institution. These data are used to inform stakeholders and impact policy to improve faculty development and other support structures necessary for success. This iterative loop of continuous quality improvement is augmented by faculty scholarship of teaching and learning research. The evolution of blended learning at the University of Central Florida is used as a model and research collected over sixteen years illustrates that with proper support and planning, blended learning can result in positive institutional transformation. (Contains 5 tables and 3 figures.) |
|---|---|
| ISSN: | 1096-7516 |
| DOI: | 10.1016/j.iheduc.2012.12.001 |
