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E-Learning and Blended Learning: The Importance of the Learner A Research Literature Review
ARTICLE

, University of Alabama, United States

International Journal on E-Learning Volume 10, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Many colleges and universities are now investing in more e-learning and blended learning courses. For a course to be worth the investment the institution must first recognize the most important factors to consider while developing the course. Of all the factors considered while developing a course the student must be considered as the most critical. This paper explores literature related to e-learning and blended learning environments. The literature presented will assist the reader to determine the important role of the learner in the success of e-learning and blended learning courses. This literature will conclude that student motivation is a major factor for e-learning and blended learning success. The results will also alert the reader that student success in this environment is heavily related to course layout and accessibility. This paper provides a summary of current research on the topics of e-learning and blended learning while also summing up the role of the learner.

Citation

Shivetts, C. (2011). E-Learning and Blended Learning: The Importance of the Learner A Research Literature Review. International Journal on E-Learning, 10(3), 331-337. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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Cited By

  1. Leveraging a MOOC Platform to Accelerate College Readiness

    Laurel Walsh & Keri VanOverschelde, Walden University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 2570–2574

  2. Walking to the future stages of the Higher Education: Blended learning strategies empirically proved

    Olatz López-Fernández, University of Barcelona, Spain; Niki Davis, Anne-Marie Hunt, Donna Morrow, Hasbiza Nordin & Julie Mackey, University of Canterbury, New Zealand

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 591–594

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