Please post or forward to me any additional evidence, @tjoosten on Twitter.
"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.
Many grant funding agencies have identified the potential benefits and are supporting the move to blended learning in higher education. For example, the Sloan Consortium Localness initiative and the Gates Foundation’s Next Generation Learning Challenges have and are supporting numerous universities and colleges ability to support blended learning opportunities.
Instructors implementation of the blended model in order to take advantage of the pedagogical rewards in using two mediums, online and face-to-face (Godambe, Picciano, Schroeder, & Schweber, 2004)
Kaleta, Skibba, and Joosten (2007) describe that “faculty decided to try the hybrid model because of the many teaching and learning benefits…including the ability to provide more ‘active learning’ and ‘engage’ students by using technology” (p. 136).
Opportunities for improving student learning and success (Dziuban, Hartman, & Moskal, 2004), increasing student satisfaction (Dziuban & Moskal, 2001), and increasing retention and access (Picciano, 2006).
Picciano (2006) explains that “well-designed blended learning environments have the potential of increasing access to a higher education because they improve retention” (p. 100).
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
Books on blended:
What is blended?
From my colleagues at UWM (now retired), 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).