Blended Learning Environments in Higher Education: A Case Study of How Professors Make It Happen
Mid-Western Educational Researcher Volume 25, Number 1, ISSN 1056-3997
Blended learning has become a prominent method of course content delivery in higher education. Researchers have found that motivation, communication, and course design are three factors that contribute to the overall success of blended learning courses and students' satisfaction with blended learning courses. This qualitative study also found that course preparation emerged through the participant interviews as a contributing factor. What remains unclear, however, is whether faculty take these factors into consideration when preparing to teach a blended learning course and, if so, how. In this study, a collective case study of five faculty of blended learning courses was conducted to investigate how they prepared to teach a blended learning course and how they considered course preparation, course design, communication, and motivation. The findings suggest that the faculty did consider these four factors to varying degrees. (Contains 2 tables.)
King, S.E. & Arnold, K.C. (2012). Blended Learning Environments in Higher Education: A Case Study of How Professors Make It Happen. Mid-Western Educational Researcher, 25(1), 44-59.
Cited ByView References & Citations Map
Luis Francisco Vargas-Madriz & Norma Nocente, University of Alberta, Canada
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1929–1934
Blended Learning Environments: A Phenomenographic Study of Australian Teachers' Conceptions and Approaches
Vicki Caravias, Swinburne University of Technology, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 285–295
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