Workshop Overview

  Agenda
  Plenary & Panel Discussions
  Special Presentations & Case Studies
  Breakout Sessions
  Resources

Resources

1. Advanced Distributed Learning. (2003). What Works in Distance Learning: Guidelines. Retrieved March 29, 2004 from http://www.adlnet.org/index.cfm?fuseaction=DLGuid

"A highly interactive tool that will allow the DL community to quickly identify strategies to address their concerns. This offers legitimate guidance for researchers, instructors, program managers, and instructional or assessment designers of DL programs."

2. Allen, Elaine I. and Jeff Seaman. (2004). Entering the Mainstream: The Quality and Extent of Online Education in the United States, 2003 and 2004. Retrieved February 10, 2005 from http://www.sloan-c.org/resources/entering_mainstream.pdf

“Based on responses from over 1,100 colleges and universities, Entering the Mainstream: The Quality and Extent of Online Education in the United States, 2003 and 2004 shows online enrollments continue to grow at rates faster than for the broader student population and institutes of higher education expect the rate of growth to continue increasing.”

3. Arabasz, Paul, Boggs, Raymond, Baker, Mary Beth, “Highlights of E-Learning Support Practices”, EDUCAUSE Center for Applied Research, Research Bulletin, Volume 2003, Issue 9, April 29, 2003. Available for ECAR members at: http://www.educause.edu/ecar/research/doclisterb.asp

This report is a summary of an ECAR study in which 300 institutions participated in a quantitative survey and/or qualitative interviews and case studies. Three types of courses were examined (online distance-learning; hybrid; and traditional courses with technology elements). It includes information about growth trends, the nature of e-learning support, future institutional challenges, and concludes with a set of key questions and resources.

4. Aycock, Alan, Garnham, Carla and Kaleta, Robert. (2002, March 20). Lessons Learned from the Hybrid Course Project. Teaching with Technology Today v6, n6. Retrieved March 25, 2004 from http://www.uwsa.edu/ttt/articles/garnham2.htm

The authors give insights into introducing blended (hybrid) learning on their campus. Flexibility is the key stressed in this article. A wide variety of approaches can be taken to achieve the desired educational outcomes.

5. Barbian, Jeff. (2002, Summer). Blended Works: Here's Proof! Online Learning v6 i6 p26 (5).

The article reports on a two-year study examining outcomes of blended learning programs. A focus is placed on the variety of “ingredients” that can result in a wide range of blends.

6. Berg, S. L. (2003). Two sides of the same coin: Engaging students beyond the traditional classroom. Community College Enterprise, 9(1), 17-20.

7. Bersin, Josh. (2003). What Works in Blended Learning. Retrieved July 30, 2004 from http://www.learningcircuits.org/2003/jul2003/bersin.htm

"While blended learning isn't a new concept, many organizations are innovatively combining electronic delivery with other media to do more with less. In its recently released study on blended learning, Bersin & Associates and IDC profiled 15 leading-edge corporate applications with populations from 250 to over 25,000 learners. Here's an overview of how blended learning is being used to create tremendous value for organizations worldwide and highlight major lessons learned from these 16 major programs."

8. Bonk, Curtis and Charles Graham. (2005). The Handbook of Blended Learning Environments. NJ: Jossey-Bass Inc. Pub.

9. Carman, Jared M. (2002, October). Blended Learning Design: Five Key Ingredients. KnowledgeNet. Retrieved March 25, 2004 from http://www.knowledgenet.com/pdf/Blended%20Learning%20Design_1028.PDF

The author takes a corporate approach to the topic. But, there is an excellent discussion of the theories and pedagogical approaches that support blended learning. Blending cognitivism, performance support and constructivism, the author creates a case for a blend of theories supporting the use of blended learning.

10. Dziuban, Charles, Hartman, Joel, and Moskal, Patsy; “Blended Learning”, EDUCAUSE Center for Applied Research, Research Bulletin, Volume 2004, Issue 7, March 30, 2004. Available for ECAR members at http://www.educause.edu/ecar/research/doclisterb.asp

A description of the evolution at the University of Central Florida (UCF) of their blended learning initiative from its beginning in 1996 to the present. The article includes highlights of student learning outcomes as well as faculty satisfaction. It concludes with a section on “What It Means to Higher Education”, “Some Key Questions to Ask”, and “Where to Learn More” as well as a good bibliography.

11. Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (in press). Three ALN modalities: An institutional perspective. The Journal of Asynchronous Learning Network. Available online at http://www.sloan-c.org/publications/jaln/index.asp.

12. Dziuban, C. & Moskal, P. (2001). Evaluating distributed learning in metropolitan universities. Metropolitan Universities, 12(1). Indianapolis: Indiana University-Purdue University Indianapolis (IUPUI).

13. Elearnspace. Everything elearning. (nd). Retrieved March 29, 2004 from http://www.elearnspace.org/doing/blended.htm

An introduction to blending courses including definitions of terms, models, how-tos, debate.

14. Garrison, R., Kanuka, H. and Hawes, D. Blended Learning in a Research University. Learning Commons Communities of Inquiry. Retrieved March 25, 2004 from http://www.commons.ucalgary.ca/documents/BlendedLearning_1.pdf

The authors highlight the inquiry of the University of Calgary into increase their learning effectiveness in a cost-effective way. Blended learning is examined as one method of enhancing learning through a “multiplier effect” of combining the strengths of face-to-face and Internet based learning.

15. Graff, M. (2003). Individual differences in sense of classroom community in a blended learning environment. Journal of Educational Media, 28(2/3), 203-211.

16. Harwood, J., and Miller, G. (2004). Using ALN in a blended learning environment: Implications for institutional planning. In Elements of Quality Online Education: Into the Mainstream. Sloan-C Research Presentation Series: 2004.

17. Irons, L. R., Keel, R., & Bielema, C. L. (2002). Blended learning and learner satisfaction:
Keys to user acceptance? USDLA Journal, 16(12).

18. Instructional Technology Planning Board. (2003). Blended instruction pilot. What is meant by blended instruction? UCLA. [Online] http://www.itpb.ucla.edu/documents/2003/Feb052003/BlendedInstructionPilot.pdf
In this brief paper, UCLA provides a definition for blended instruction and details the value that this modality provides to students, faculty, and the institution.

19. Jones, Steve and Madden, Mary. (2002). The Internet Goes to College. Retrieved July 30, 2003 from http://www.pewinternet.org/report_display.asp?r=71

20. Jones, Steve. (2003). Let the Games Begin: Gaming Technology and Entertainment Among College Students. Retrieved July 30, 2004 from http://www.pewinternet.org/report_display.asp?r=93

21. Laster, S. (2004). Model-driven design: Systematically building integrated blended learning experiences. In Elements of Quality Online Education: Into the Mainstream. Sloan-C Research Presentation Series: 2004.

22. Leh, A. S. C. (2002). Action research on hybrid courses and their online communities.
Educational Media International, 39(1), 31-38.

23. Lenhart, A., Rainie, L., & Lewis, O. (2001). Teenage Life Online: The Rise of the Instant-Message Generation and the Internet's Impact on Friendships and Family Relationships. Retrieved July 30, 2004 from http://www.pewinternet.org/report_display.asp?r=36

24. LtC. (2002-2003). Hybrid courses and the future of teaching and learning at UC. Retrieved April 18, 2003 from http://www.uctltc.org/news/2002/12/matthews.html

25. MacDonald, J., & McAteer, E. (2003). New approaches to supporting students: Strategies for blended learning in distance and campus based environments. Journal of Educational Media, 28(2/3), 129-145.

26. Maeroff, Gene I. (2003). A Classroom of One: How Online Learning is Changing our Schools and Colleges. Palgrave Macmillan.

27. Marsh II, G., McFadden, A., and Price, B. (2003). Blended instruction: Adapting conventional instruction for large classes. Online Journal of Distance Learning Administration, 6(4). Retrieved April 18, 2004 from http://www.westga.edu/~distance/ojdla/winter64/winter64.htm

The authors discuss issues of cost and quality and present ways in which alternative delivery models may be viable approaches to address these challenges.

28. Martyn, Margie, “The Hybrid Online Model: Good Practice”. EDUCAUSE QUARTERLY, Number 1 2003. The issue is available online at http://www.educause.edu/pub/eq/eqm03/eqm031.asp

The author reports on the experiences of a small liberal arts college to develop and implement a hybrid online model based on “The Seven Principles for Good Practice in Undergraduate Education”. This case study covers the instructor and student experiences using key tools and concludes with a set of “Good Practice” recommendations.

29. Maushak, N. J., & Ellis, K. A. (2003). Attitudes of graduate students toward mixed-medium distance education. Quarterly Review of Distance Education, 4(2), 129-141.

30. Moskal, P. D., Dziuban, C. D. (2001). Present and Future Directions for Assessing Cyber Education: The Changing Research Paradigm. In CyberEducation. L. Vandervert & L. Shavinina, eds., Mary Ann Liebert, publishers.

31. Murphy, P. (2003). The hybrid strategy: Blending face-to-face with virtual instruction to improve large section courses. University of California Regents. Teaching, Learning, and Technology Center. [Online] http://www.uctltc.org/news/2002/12/feature_print.html

Author provides some detail behind UC Davis Mediaworks project, including cost and educational effectiveness.

32. Oblender, T. E. (2002). A hybrid course model: One solution to the high online drop-out rate. Learning & Leading with Technology, 29(6), 42-46.

33. Ocotillo. Landscape of Technology & Learning @ Maricopa. (since 1987). Hybrid Course Resources. Retrieved March 29, 2004 from http://www.mcli.dist.maricops.edu/ocotillo/hybrids/resources.php

A collection of resources about designing hybrid courses, including policy statements, reports, articles, example courses, and an automatic Google search with 7,750 results.

34. O’Toole, J. M., & Absalom, D. J. (2003). The impact of blended learning on student
outcomes: Is there room on the horse for two? Journal of Educational Media, 28(2/3), 179-191.

35. Rossett, Allison; Douglis, Felicia and Frazee, Rebecca V. (2003, June 30). Strategies for Building Blended Learning. Learning Circuits, American Society for Training and Development. Retrieved March 25, 2004 from http://www.learningcircuits.org/2003/jul2003/rossett.htm

The authors examine a range of blended methods in both the educational and business realms. Useful charts diagram a matrix of approaches. Excellent tips and recommendations are included. A brief bibliography of additional reading is appended.

36. Rovai, A.P. and Jordan, H.M. (2004). Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses. Retrieved October 29, 2004 from http://www.irrodl.org/content/v5.2/rovai-jordan.html

Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a casual-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

37. Singh, Harvey. (2003, November-December). Building Effective Blended Learning Programs. Educational Technology, Volume 43, Number 6, Pages 51-54. Retrieved March 25, 2004 from http://www.bookstoread.com/framework/blended-learning.pdf

The author uses Badrul Kahn’s Octagonal Framework chart to examine aspects of blended learning. A variety of blends are examined. Examples are drawn from various universities.

38. Singh, Harvi and Reed,Chris. (2001). A White Paper: Achieving Success with Blended Learning. Centra Software. Retrieved March 25, 2004 from http://www.centra.com/download/whitepapers/blendedlearning.pdf

Although the paper takes a corporate approach, it is premised on the same valued principles as higher education: focusing on learning objectives and responsive to a variety of learning styles. A wide range blends and their relative strengths are described. A nice appendix of delivery technology mapping is included.

39. Tuckman, B. W. (2002). Evaluating ADAPT: A hybrid instructional model combining
web-based and classroom components. Computers & Education, 39(3), 261-270.

40. Twigg, Carol, “Improving Learning and Reducing Costs: New Models for Online Learning”, EDUCAUSE Review, September/October 2003. The issue is available online at http://www.educause.edu/pub/er/erm03/erm035.asp

The author provides an overview of outcomes from 30 redesigned courses, shared characteristics among the projects and describes 5 different learning models used by institutions participating in the Program in Redesign.

41. Utts, J., Sommer, B., Acredolo, C., Maher, M., and Matthews, H. (2003). A Study Comparing Traditional and Hybrid Internet-Based Instruction in Introductory Statistics Classes. Journal of Statistics Education, 11(3). Retrieved April 18, 2004 from
http://www.amstat.org/publications/jse/v11n3/utts.html

The authors present a comparative study conducted at UC Davis. The research details course design, evaluation methods, and results. The findings on this first hybrid offering at the institution show promising results and valuable insights regarding teaching, learning, and institutional effectiveness.

42. Voos, Richard. (2003, February) Blended Learning- What it is and where it might take us? Sloan-C View v2 issue 1. Retrieved March 25, 2004 from http://www.aln.org/publications/view/v2n1/blended1.htm

The author provides a good, brief overview of the movement toward blended learning. Examples at several institutions are given. The author makes a good case that it may not be the “blendedness” that makes a difference, rather it is the inherent re-evaluation of the content and delivery that makes the fundamental difference.

43. Young, J.F. (2002). 'Hybrid' teaching seeks to end the divide between traditional and online instruction. [Online]
The Chronicle of Higher Education. http://chronicle.com/free/v48/i28/28a03301.htm

Chronicle reports on the blended learning phenomenon and includes quotes from a variety of well-known Sloan-C member institutions

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