Who pays for blended learning? A cost–benefit analysis

Taplin, Ross; Kerr, Rosemary; Brown, Alistair

doi:10.1016/j.iheduc.2012.09.002

Cited by 23 publications

(21 citation statements)

References 26 publications

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“…Online education is now being touted as a method to make educational opportunities accessible to a wide range of audiences. It has been gaining attention as a vehicle for improving pedagogy, introducing flexibility in student access to instruction, and lowering costs associated with education (Graham, 2006;Taplin, Kerr, & Brown;. Interests in online education among higher education and corporate professionals have risen to the point that Carnegie Mellon University is now leading the creation of a consortium including other universities and corporate entities for developing standards to promote best practices for online learning (O'neil, 2013).…”

Section: Heightened Interest Among Higher Education Administrators Inmentioning

confidence: 99%

“…At the programmatic level, much of the current discussion related to online learning focuses on introducing blended learning into higher education as an opportunity for making college education accessible, pedagogically innovative, flexible, and economical (Graham, 2006;Taplin, Kerr, & Brown, 2013). This has resulted in a need for defining what qualifies as blended learning, which has not yielded a consensus on the matter (Graham, Woodfield, & Harrison, 2013).…”

Section: Implications For Studying Online Learning Environmentsmentioning

confidence: 99%

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Blending online asynchronous and synchronous learning

Yamagata-Lynch

2014

IRRODL

159

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In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning.Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.

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Section: Heightened Interest Among Higher Education Administrators Inmentioning

confidence: 99%

Section: Implications For Studying Online Learning Environmentsmentioning

confidence: 99%

Blending online asynchronous and synchronous learning

Yamagata-Lynch

2014

IRRODL

159

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“…There are 13 research articles explore factors in blended learning, among which 8 articles are about learner factors, in which 4 of them concerned the students' perceptions of blended learning [25], [30]- [32]. Maulan and Ibrahim [25] reported that there was no significant difference between students who involved in blended learning and those students who did not.…”

Section: Factors Influencing Blended Learningmentioning

confidence: 99%

“…Glogowska, et al [30] developed a new model of CPD for health care practitioners based on a blended learning approach at a university in the south west of England. Owston, [32] analysed the monetary value students place on having access, via the internet, to recorded lectures in a blended learning context. 1 article described the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery [33].…”

Section: Factors Influencing Blended Learningmentioning

confidence: 99%

Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

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Abstract-Blended learning is getting popular nowadays. Even though many studies have been conducted on online learning, studies specifically on blended learning are still scarce. This paper reports on a systematic literature review about blended learning of 103 journal research articles. The purpose of the review is to explore the status of blended learning research, and identify their themes and categories according to their contents. Twelve themes are identified of the articles examined in this paper. Findings showed that these researches mainly belong to six categories: design, strategy, factors, evaluation, methodology and review. Researches in each category are discussed in this paper. Future directions for research are discussed.

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“…When we examined the literature to find commonly identified barriers for students taking advantage of distance education opportunities, we found that there were several conversations about learner skills, costs, and retention (e.g., Muilenburg & Berge, 2005;Simpson, 2013;Taplin, Kerr, & Brown, 2013). In one of the few publications we found that discussed net neutrality and its implications to distance education Brumfield (2010) examined factors that brought challenges to students in university environments.…”

Section: Introductionmentioning

confidence: 99%

Net Neutrality and its Implications to Online Learning

Yamagata-Lynch

Despande

et al. 2017

IRRODL

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In this article, we studied net neutrality as a complex sociocultural phenomenon that can affect the works of distance education scholars and online learners. We decided to take part in this research because many distance education scholars and learners take net neutrality for granted. We engaged in a qualitative investigation of US public documents and explored the effects of net neutrality and public digital access, which can influence learner engagement with online educational materials. We focused on identifying tensions in the discourse about net neutrality, especially surrounding the Federal Communication Commission's (FCC) 2015 Open Internet Order. Our research question was: How do the complexities involved in the net neutrality debate in the United States affect public access to o nline information and services, and what implications does this hold for online learning? We relied on activity systems as an analytical framework for making sense of net neutrality.

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Who pays for blended learning? A cost–benefit analysis

Cited by 23 publications

References 26 publications

Blending online asynchronous and synchronous learning

Blending online asynchronous and synchronous learning

Review on Blended Learning: Identifying the Key Themes and Categories

Net Neutrality and its Implications to Online Learning

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