Blended, Cont'd
It is likely not the "blendedness" that makes the difference, but rather the fundamental re-consideration of the content in light of new instructional and media choices. When we simply try to replicate the classroom course in a blended course (or online), breakthroughs do not occur. "fTo create effective interactivity, full course redesign is essential for successful hybrid courses. As one instructor put it, 'the emphasis is on pedagogy, not technology" (Aycock 2002). Results indicate that support from instructional developers and technologists significantly impacts successful redesigns.

"It is likely not the ‘blendedness’ that makes the difference, but rather the fundamental re-consideration of the content in light of new instructional and media choices."

Blended models will continue to expand. The confluence of resource factors (fewer resources for public and private institutions and requirements to do more with existing resources); demand factors (continuing growth in the number of non-traditional undergraduate students, demand for convenient, accessible professional programs, and the ongoing demand for lifelong learning); technology factors (that our institutions take advantage of available technologies); and governance factors (demand for demonstrable learning outcomes helps push curriculum improvement) will help develop pedagogically sound media and technologies to enhance access, reduce cost of delivery, improve the quality of learning, and enhance faculty and student experiences.

Web Resources
Babson College. Curriculum Innovation and Technology Group:
http://fusion.babson.edu/html/citg/
University of Central Florida. Center for Distributed Learning:
http://distrib.ucf.edu/dlucf/
home.html
Wisconsin Hybrid Project at UW Milwaukee
http://www.uwm.edu/Dept/
LTC/hybrid.html

References
Aycock, Alan, Carla Garnham and Robert Kaleta. "Lessons Learned from the Hybrid Course Project," Teaching with Technology Today. Vol. 8, no. 6. March 2002.
http://www.uwsa.edu/ttt/
articles/garnham2.htm
Campus Computing Project. eCommerce Comes Slowly to the Campus. http://www.campuscomputing.net/
summaries/2001/index.html accessed December 9, 2002.
Evans, Tom. Education Industry Revenues Top the $100 Billion Mark. Eduventures.com August 2001.
Garnham, Carla and Robert Kaleta. “Introduction to Hybrid Courses,” Teaching with Technology Today. Vol. 8, no. 6. March 2002. http://www.uwsa.edu/
ttt/articles/garnham.htm
National Governors Association. The State of E-Learning in the States.
Primary Research Group. http://www.primaryresearch.com/
UCF Virtual Campus. The Center for Distributed Learning at the University of Florida. Trends: UCF Enrollment by Modality http://distrib.ucf.edu/dlucf/rstenroll.htm
U.S. Department of Education, National Center for Education Statistics. Teaching with Technology: Use of Telecommunications Technology by Postsecondary Instructional Faculty and Staff in Fall 1998. NCES 2002-161, by Edward C. Warburton, Xianglei Chen, and Ellen M. Bradburn. Project Officer: Lilnda J. Zimbler. Washington, DC: 2002.
U.S. Department of Education, National Center for Education Statistics. A Profile of Participation in Distance Education, NCES 2003-154, by Anna C. Sikora. Project Officer: C. Dennis Carroll. Washington, D.C. 2002. http://nces.ed.gov/pubsearch

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