Blending in: The Extent and Promise of Blended Education in the United States

Autor/inn/en	Allen, I. Elaine; Seaman, Jeff; Garrett, Richard
Institution	Sloan Consortium
Titel	Blending in: The Extent and Promise of Blended Education in the United States
Quelle	(2007), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9766-7146-8
Schlagwörter	Quantitative Daten; Evidence; Electronic Learning; Online Courses; Blended Learning; Student Attitudes; Surveys; Comparative Analysis; Higher Education; Administrators; United States + Suchen Sie Ihr Suchwort? Evidenz; Online course; Online-Kurs; Schülerverhalten; Survey; Umfrage; Befragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; USA
Abstract	"Blending In: The Extent and Promise of Blended Education in the United States" builds on the series of annual reports on the state of online education in U.S. Higher Education. This study, like the previous reports, is aimed at answering some of the fundamental questions about the nature and extent of education in the United States. Unlike the previous reports that focused exclusively on online learning, the current report examines blended (also called hybrid) instruction. The findings are based on three years of responses from a national sample of over 1,000 colleges and universities. Additional results are presented from an Eduventures-conducted national survey of 2,033 U.S. adults interested in postsecondary education in the next three years. Questions examined in the report include: (1) Have the course and program offerings in online education entered the mainstream?; (2) Are blended courses more prevalent than fully online courses?; (3) Do blended courses hold more promise than fully online courses?; (4) Are blended courses simply a stepping stone for institutions on the way to fully online courses?; and (5) Do students prefer blended courses over either fully online or face-to-face courses? Findings reveal that blended courses are not more prevalent than fully online courses. Very similar proportions of schools report offering blended courses as offer online courses, with slightly more citing online offerings than blended. There is also little evidence of growth in blended course offerings. Academic leaders do not regard blended courses as holding more promise than fully online courses. This view appears to be true regardless of size and type of school with the only exception being the small number of schools which offer blended courses but not online courses. It seems that blended courses are "not" just a stepping stone to offering online courses or programs. There are far more blended courses and programs being offered than would be present if institutions were using them only as a transition to fully online. Schools with established online courses and programs have a smaller percentage of blended courses than schools with no or only a small percentage of courses online. The percentage of reported blended course offerings remained stable from 2002-2005 while the percentage offered online has increased. The market for online/blended delivery has a lot of room for growth. Consumer preference for online and blended delivery far exceeds reported experience, and consumer openness to these delivery modes far exceeds preference. Blended and Online Course Penetration Rates are appended. (ERIC).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. Tel: 781-583-7561; Fax: 888-898-6209; e-mail: info@sloanconsortium.org; Web site: http://sloanconsortium.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10