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Blended/Online Learner Orientations: Recommendations for Design
ARTICLE

, , , The University of Texas at San Antonio, United States

International Journal on E-Learning Volume 15, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

While online course offerings have steadily risen over the last decade and it is estimated that 32% of college students have taken an online course (Allen & Seaman, 2013), the process of preparing students for blended and online courses has varied and is inconsistent across institutions. Attrition rates for online courses have been consistently challenging, but blended courses have offered a promise of engaging students and offering them additional course delivery options. However students may not be prepared for new delivery models. This article reports on efforts of an institutional team that explored what is needed to prepare students for the blended/online course. Included are recommendations for the design of an institutional orientation of blended/online students.

Citation

McGee, P., Valdes, E. & Bullis, D. (2016). Blended/Online Learner Orientations: Recommendations for Design. International Journal on E-Learning, 15(2), 215-241. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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Cited By

  1. Influence of satisfaction and preparedness on online students' feelings of anxiety

    M'hammed Abdous

    Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 34–44

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