The Sloan-C Pillars and Boundary Objects As a Framework for Evaluating Blended Learning

Autor/inn/en	Laumakis, Mark; Graham, Charles; Dziuban, Chuck
Titel	The Sloan-C Pillars and Boundary Objects As a Framework for Evaluating Blended Learning
Quelle	In: Journal of Asynchronous Learning Networks, 13 (2009) 1, S.75-87 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Psychology; Case Studies; Models; Instructional Design; Introductory Courses; Student Attitudes; Instructional Effectiveness; Evaluation Methods; Program Evaluation; Longitudinal Studies; Outcomes of Education; Course Evaluation; Online Courses; Blended Learning; Asynchronous Communication; Educational Technology; Electronic Learning; Distance Education; Teaching Methods; College Instruction; California + Suchen Sie Ihr Suchwort? Psychologie; Case study; Fallstudie; Case Study; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Einführungskurs; Schülerverhalten; Unterrichtserfolg; Programme evaluation; Programmevaluation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Online course; Online-Kurs; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre; Kalifornien
Abstract	The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide a foundation for the evaluation of asynchronous learning networks that works equally well for the evaluation of blended learning environments. The Pillars and a simplified model of a learning system, focus on inputs, processes, and outputs, and provide the framework for a case study of blended learning design and evaluation in a 500-student section of an Introductory Psychology course. Results of a multi-method evaluation of this course indicated very high levels of both learning effectiveness and student satisfaction. The article concludes with the suggestion that blended learning may represent a black swan, a high-impact, unpredicted, and rare event that highlights the limitations of our ability to reliably predict the future in any arena, including online learning environments. (Contains 2 tables and 5 figures.) (As Provided).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10