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| Quarterly Review of Distance… | 7 |
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| Journal Articles | 7 |
| Reports - Evaluative | 6 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
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Peer reviewedOsguthorpe, Russell T.; Graham, Charles R. – Quarterly Review of Distance Education, 2003
This discussion of blended learning environments covers: (1) background; (2) why the term "blended" is used, and what can be blended; (3) goals of blended learning environments, including pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision; and (4) characteristics of…
Descriptors: Case Studies, Distance Education, Educational Environment, Educational Objectives
Peer reviewedBunderson, C. Victor – Quarterly Review of Distance Education, 2003
Presents a critique of the five case studies of blended learning environments in this issue. Comments are organized around the following four frameworks: (1) the J-curve of implementation; (2) the theory of Engaged Collaborative Discourse; (3) adaptation to individual differences; and (4) Validity-Centered Design. (MES)
Descriptors: Case Studies, Course Evaluation, Distance Education, Educational Environment
Peer reviewedChristensen, Trudy K. – Quarterly Review of Distance Education, 2003
Describes a blended introductory instructional design course at Brigham Young University (Utah) that was evaluated, revised, and re-evaluated. The case is an example of how a faculty member teaching a blended course must constantly determine the balance between face-to-face and online components. (Author/MES)
Descriptors: Case Studies, Constructivism (Learning), Course Evaluation, Distance Education
Peer reviewedRogers, P. Clint; Graham, Charles R.; Rasmussen, Rus; Campbell, J. Olin; Ure, Donna M. – Quarterly Review of Distance Education, 2003
Examines the development of a class at Brigham Young University (Utah) that blends distance and face-to-face students in a synchronous class. This case study focuses on how this blended learning environment was experienced by the distance and face-to-face students, as well as by the instructor. (MES)
Descriptors: Course Evaluation, Distance Education, Educational Environment, Educational Technology
Peer reviewedCottrell, David M.; Robison, Reid A. – Quarterly Review of Distance Education, 2003
Describes a large-enrollment accounting course at Brigham Young University (Utah). This case focuses on the possibility of using blended approaches to reduce faculty time, re-focus student time, and raise the possibility of using blended learning as a way to admit more students to an academic program. (MES)
Descriptors: Accounting, Business Administration Education, Distance Education, Educational Environment
Peer reviewedBurgon, Holli; Williams, David D. – Quarterly Review of Distance Education, 2003
Describes an undergraduate religion course at Brigham Young University (Utah) in which seven learners pursuing an online baccalaureate degree were invited to join 49 on-campus students. This case study presents an evaluation of the course based on interviews with distant learners, on-campus students, and instructors. (MES)
Descriptors: Course Evaluation, Distance Education, Educational Environment, Educational Technology
Peer reviewedWaddoups, Gregory L.; Hatch, Gary L.; Butterworth, Samantha – Quarterly Review of Distance Education, 2003
Analyzes the blended learning environment in an introductory first-year writing course at Brigham Young University (Utah). The success of this course is compared with the tradition version of the course. The paper describes the process and outcomes associated with teaching and learning within a blended learning environment. (MES)
Descriptors: College English, Comparative Analysis, Conventional Instruction, Course Evaluation
