Perspectives on Blended Learning in Higher Education
Norm Vaughan, University of Calgary, Canada
International Journal on E-Learning Volume 6, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This article explores the benefits and challenges of blended learning in higher education from the perspective of students, faculty, and administration that have had direct experience with this form of course delivery. Students indicate that a blended learning model provides them with greater time flexibility and improved learning outcomes but that initially they encounter issues around time management, taking greater responsibility for their own learning, and using sophisticated technologies. Faculty suggest that blended courses create enhanced opportunities for teacher-student interaction, increased student engagement in learning, added flexibility in the teaching and learning environment, and opportunities for continuous improvement. They state that the challenges faced in developing such a course include a lack of time, support and resources for course redesign, acquiring new teaching and technology skills, plus the risks associated with delivering a course in a blended format. From an administrative perspective, blended learning presents the opportunity to enhance an institution's reputation, expand access to an institution's educational offerings, and reduce operating costs. The challenges consist of aligning blended learning with institutional goals and priorities, resistance to organizational change and lack of organizational structure and experience with collaboration and partnerships.
Vaughan, N. (2007). Perspectives on Blended Learning in Higher Education. International Journal on E-Learning, 6(1), 81-94. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/6310/.
© 2007 Association for the Advancement of Computing in Education (AACE)
- Arabasz, P., Boggs, R., & Baker, M. B. (2003, April). Highlights of e-learning support practices. Educause Center for Applied Research Bulletin, 2003(9), 1-11.
- Aycock, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today, 8(6). Retrieved October 3, 2006, from http://www.uwsa.edu/ttt/articles/garnham2.htm
- Barone, C. (2001). Conditions for transformation: Infrastructure is not the issue. Educause Review, 36(3), 41-47.
- Bates, T., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey-Bass.
- Bleed, R. (2001). A hybrid campus for a new millennium. Educause Review, 36(1), 16-24.
- Brown, D. (2001). Hybrid courses are best. Syllabus, 15(22). Retrieved October 3, 2006, from http://www.campus-technology.com/article.asp?id=4582
- Carr, S. (2001). Is anyone making money on distance education? Chronicle of Higher Education, A41. Retrieved October 3, 2006, from http://chronicle.com/free/v47/i23/23a04101.htm
- Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, A39. Retrieved October 3, 2006, from http://chronicle.com/free/v46/i23/23a00101.htm
- Cho, K., & Berge, Z. L. (2002). Overcoming barriers to distance training and education. USDLA
- Clark, D. (2003). Blend it like Beckham. Epic Group PLC. Retrieved October 3, 2006, from http://www.epic.co.uk/content/resources/white_papers/blended.htm
- Dodge, B. (2001). FOCUS: Five rules for writing a great webquest. Learning & Leading with Technology, 28(8), 6-9.
- Dziuban, C.D., Hartman, J., Juge, F., Moskal, P.D., & Sorg, S. (2005). Blended learning:
- Dziuban, C., Hartman, J., & Moskal, P. (2004, March). Blended learning. Educause Center for Applied Research Bulletin, 2004(7), 1-12.
- Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN modalities: An
- Dziuban, C., & Moskal, P. (2001). Distributed learning impact evaluation. Research Initiative for Teaching Effectiveness. Retrieved October 3, 2006, from http://pegasus.cc.ucf.edu/~rite/impactevaluation.htm
- Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today, 8(6). Retrieved October 3, 2006, from http://www.uwsa.edu/ttt/articles/garnham.htm
- Garrison, D.R. (2004). Transformative leadership and e-learning. In K. Matheos & T.Carey, Advances and Challenges in eLearning at Canadian Research Universities (pp. 46-54). The University of Manitoba: Centre for Higher Education Research and Development. Garrison, D.R., & Anderson, T.
- Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. Vaughan
- Garrison, D. R., Kanuka, H., & Hawes, D. (2002). Blended learning: Archetypes for more effective undergraduate learning experiences. University of Calgary: Learning Commons.
- Hartman, J.L., & Truman-Davis, B. (2001). Institutionalizing support for faculty use of technology at the University of Central Florida. In R.M. Epper & A.W. Bates, Teaching faculty how to use technology: Best practices from leading institutions (pp. 39-58). Phoenix, AZ: Oryx Press.
- Heterick, B., & Twigg, C. (2002). Explaining college costs - It's not how fast you run. The
- King, K.P. (2001). Educators revitalize the classroom "bulletin board": A case study of the
- Levine, S.L., & Wake, W.K. (2000). Hybrid teaching: Design studios in virtual space. Education of Artists. Retrieved October 3, 2006, from http://research.the-bac.edu/sva/index.htm
- National Clearinghouse for Commuter Programs (1999). The role of commuter programs and
- Sands, P. (2002). Inside outside, upside downside: Strategies for connecting online and faceto-face instruction in hybrid courses. Teaching with Technology Today, 8(6). Retrieved October 3, 2006, from http://www.uwsa.edu/ttt/articles/sands2.htm
- Spika, P. (2002). Approximately "real world" learning with the hybrid model. Teaching with
- Voos, R. (2003). Blended learning–What is it and where might it take us? Sloan-C View, 2(1). Retrieved October 3, 2006, from http://www.sloan-C.org/publications/view/v2n1/blended1.htm
- Williams, C. (2002). Learning on-line: A review of recent literature in a rapidly expanding field. Journal of Further and Higher Education, 26(3), 263-272.
- Williams, J. (2003). Blending into the background. E-Learning Age Magazine, 1.
- Young, J. R. (2002). Hybrid teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education, 48(28), A33. Retrieved October 3, 2006, from http://chronicle.com/free/v48/i28/28a03301.htm
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Luis Francisco Vargas-Madriz & Norma Nocente, University of Alberta, Canada
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1929–1934
Patricia McGee, Erin Valdes & Danica Bullis, The University of Texas at San Antonio, United States
International Journal on E-Learning Vol. 15, No. 2 (May 2016) pp. 215–241
Mansoor S. Almalki & Paul Gruba, The University of Melbourne
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 37–46
Sabina Rako, Sandra Kucina Softic, Dobrisa Dobrenic, Ivan Maric & Zoran Bekic, University of Zagreb, University Computing Centre (SRCE), Croatia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 149–154
Denyse Hayward, Amanda Montgomery, William Dunn & Michael Carbonaro, University of Alberta, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 114–119
Developing MOOCs to Narrow the College Readiness Gap: Challenges and Recommendations for a Writing Course
Shoba Bandi-Rao, Borough of Manhattan Community College, CUNY, United States; Christopher Devers, Indiana Wesleyan University, United States
International Journal on E-Learning Vol. 14, No. 3 (July 2015) pp. 351–371
Muesser Nat, Cyprus International University, Cyprus
Global Learn 2015 (April 2015) pp. 597–604
Denyse Hayward & Ewa Wasniewski, University of Alberta, Canada
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 335–339
Tim Griffin & Lynn Burnett, University of Western Sydney, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 729–735
Katie Goeman & Nick Deschacht, KU Leuven, Belgium
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 459–479
Cheryl Jeffs, Douglas College, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 687–691
Ulrike Lucke, University of Potsdam, Germany
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3484–3487
Ma. Concepción Rodríguez Nieto & Víctor Manuel Padilla Montemayor, Facultad de Psicología, Universidad Autónoma de Nuevo León, Mexico
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 2553–2559
An Investigation on Individual Students’ Perceptions of Interest Utilizing a Blended Learning Approach
Ronnie Shroff, The Hong Kong Institute of Education, Hong Kong; Douglas Vogel, City University of Hong Kong, Hong Kong
International Journal on E-Learning Vol. 9, No. 2 (April 2010) pp. 279–294
Vienna E-Lecturing (VEL): Learning How to Learn Self-Regulated in an Internet-Based Blended Learning Setting
Barbara Schober, Petra Wagner, Ralph Reimann & Christiane Spiel, University of Vienna, Austria
International Journal on E-Learning Vol. 7, No. 4 (October 2008) pp. 703–723
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.