The Best of Both Worlds?: A 3-Year Case Study of the Benefits and Challenges of Blended Learning

This is a case study examining the practical applications and theoretical implications of teaching a blended course. Data from three years of teaching several introductory level courses will be shared and discussed with attendees. The validity of recent research concerning the effectiveness of blended learning will be analyzed and the advantages of teaching blended courses reviewed. Some of the benefits are: The research literature suggests that blended learning environments produce more effective student learning outcomes than either classroom-only or fully online environments alone. Key findings: supplementing F-2-F instruction with online instruction enhances learning; online offers additional learning opportunities. (Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, U. S. Department of Education, May 2009.) Blended environments can facilitate student fluency using information technology). Blended courses are a gateway for faculty who are looking for an incremental technology-integration alternative intermediate between classroom and fully online teaching options. Blended learning combines the best of face-to-face interaction with the flexibility and ubiquity of access to information afforded by online learning. Shifting from blended to online learning provides an institutional contingency in the event of the closure of the physical campus and would facilitate an easier transition toward instructional continuity. Blended courses free classroom space thereby optimizing the use of on-campus facilities and alleviating scheduling pressures; they offer the potential for reducing operational costs associated with building maintenance. Blended course development has strategic importance, both instructionally and institutionally. The session will also examine administrative and logistical challenges associated with implementing blended environments, especially within student course schedules that are predominantly built around on-campus courses. Finally, we will discuss top-level institutional/administrative issues surrounding the scheduling and coding of blended courses. What measures do institutions need to take to code and identify blended courses in their Student Information Systems so that registration and enrollment information can be disseminated to students?