Abstract
This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes.
Highlights
Blended learning and research issues Blended learning (BL), or the integration of face-to-face and online instruction (Graham 2013), is widely adopted across higher education with some scholars referring to it as the “new traditional model” (Ross and Gage 2006, p. 167) or the “new normal” in course delivery (Norberg et al 2011, p. 207)
classification and regression tree (CART) was selected as the analysis model for a number of reasons— primarily because it provides interpretable rules that readers will be able evaluate in their particular contexts
This varies by discipline and course, but generally University of Central Florida (UCF)’s blended modality has evolved to be the best of both worlds, providing an opportunity for optimizing face-to-face instruction through the effective use of online components
Summary
Blended learning and research issues Blended learning (BL), or the integration of face-to-face and online instruction (Graham 2013), is widely adopted across higher education with some scholars referring to it as the “new traditional model” (Ross and Gage 2006, p. 167) or the “new normal” in course delivery (Norberg et al 2011, p. 207). One early nationwide study sponsored by the Sloan Consortium ( the Online Learning Consortium) found that 65.2% of participating institutions of higher education (IHEs) offered blended ( termed hybrid) courses (Allen and Seaman 2003). A 2008 study, commissioned by the U.S Department of Education to explore distance education in the U.S, defined BL as “a combination of online and in-class instruction with reduced in-class seat time for students” Using this definition, the study found that 35% of higher education institutions offered blended courses, and that 12% of the 12.2 million documented distance education enrollments were in blended courses.
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