Adopting a new teaching approach is often a daunting task especially if one is an early adopter in a limited-resource environment. This article describes the challenges encountered and the strategies used in pilot testing a blended instructional method in a large size class within the college of education at a medium-sized university. The main reasons for using the hybrid method were to improve student participation, preparation, and understanding as well as to encourage a more active rather than passive approach to learning which can be particularly difficult in large-sized, undergraduate courses. An action research study was used to document the adoption process and to measure the impact of the blended approach. The results of the action research study and the issues and barriers encountered when implementing a new instructional strategy are discussed as well as ideas for motivating and helping faculty when there is limited funding, training, and support available.

Research studies are discovering the importance of self-regulation for successful online learning. Self-regulation requires learners to be actively involved in the management of their learning and includes setting, monitoring, and evaluating learning goals, and making any necessary modifications to learning strategies (Zimmerman, 2008). This chapter discusses students' perceptions of the effectiveness of different types of learning supports that the authors used in a blended, flipped undergraduate education course to help students with self-regulation. The perceptions of high and low self-regulated students are compared and recommendations made about what supports to include when designing an online course to ensure successful learning.

Research studies are discovering the importance of self-regulation for successful online learning. Self-regulation requires learners to be actively involved in the management of their learning and includes setting, monitoring, and evaluating learning goals, and making any necessary modifications to learning strategies (Zimmerman, 2008). This chapter discusses students' perceptions of the effectiveness of different types of learning supports that the authors used in a blended, flipped undergraduate education course to help students with self-regulation. The perceptions of high and low self-regulated students are compared and recommendations made about what supports to include when designing an online course to ensure successful learning.