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"In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective, providing a rationale for the effort required to design and implement blended approaches" (Means, et al, 2010 p. xviii)
Means, Barbara, et al. "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies." US Department of Education (2009). Retrieved from:
As PEW Internet declared in their Future of Higher Education report, colleges are delving into blended learning and many experts believe that there will be further movement to blended classes (See Anderson, Boyles, & Rainie, July 27th, 2012).
Pew Internet (July 27th, 2012). The future of higher education. Retrievable from:
Other often cited reasons for the increased interest in blended learning relates to opportunities for improving student learning and success (Dziuban, Hartman, & Moskal, 2004), increasing student satisfaction (Dziuban & Moskal, 2001), and increasing retention and access (Picciano, 2006).
"Maximizing success in a blended learning initiative requires a planned and well-supported approach that includes a theory-based instructional model, high-quality faculty development, course development assistance, [and] learner support…” (p. 3).
Dziuban, C., Hartman, J., & Moskal, P. (2004, March 30). Blended learning. .EDUCAUSE Center for Applied Research Research Bulletin. ECAR: Boulder, CO. Retrieved from http://connect.educause.edu/Library/ECAR/BlendedLearning/40089.
Allen, I.E., Seaman, J., Garrett, R. (2007), Blending in: The extent and promise of blended education in the United States. Needham, MA: Sloan-C. Retrieved from http://olms.cte.jhu.edu/olms2/data/ck/sites/336/files/Blending_InSLOANReport.pdf
What is blended?
Aycock, Garnham, and Kaleta illustrate (March, 2002), “Hybrid courses are courses in which a significant portion of the learning activities have been moved online, and time traditionally spent in the classroom is reduced but not eliminated” (para. 1).
More specifically, Picciano (2006) describes blended learning as:
1) courses that integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner; and,
2) where a portion (institutionally defined) of face-to-face time is replaced by online activity (p. 97).