109
Views
23
CrossRef citations to date
0
Altmetric
Original Articles

Examining the Development of a Hybrid Degree Program

Using Student and Instructor Data to Inform Decision-Making

, &
Pages 331-357 | Published online: 24 Feb 2014

References

  • Allen, I., & Seaman, J. (2005). Growing by degrees: Online education in the United States, 2005. The Sloan Consortium. Retrieved November 25, 2006, from http://www.sloan-c.org/publications/survey/pdf/growing_by_degrees.pdf
  • Allen, I., & Seaman, J. (2006). Making the grade: Online education in the United States, 2006. The Sloan Consortium. Retrieved March 3, 2007, from http://www.sloan-c.org/publications/survey/pdf/Making_the_Grade.pdf
  • Anastasiades, P. S., & Retalis, S. (2001, June). The educational process in the emerging information society: Conditions for the reversal of the linear model of education and the development of an open type hybrid learning environment. Paper presented at the ED-MEDIA 2001 World Conference on Educational Multimedia, Hypermedia & Telecommunications, Tampere, Finland. ERIC Document Number: ED466129. Retrieved April 28, 2006.
  • Ausburn, L. (2004). Course design elements most valued by adult learners in blended online education environments: An American perspective. Educational Media International, 41(4), 327–337.
  • Aycock, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today, 8(6). Accessed online April 12, 2005 at http://www.uwsa.edu/ttt/articles/garnham2.htm
  • Bailey, K., & Morais, D. (2004). Exploring the use of blended learning in tourism education. Journal of Teaching in Travel & Tourism, 4(4), 23–36.
  • Benbunan-Fich, R., & Hiltz, S. (2003). Mediators of the effectiveness of online courses. IEEE Transactions on Professional Communication, 46(4), 298–312.
  • Bennett, G., & Green, F. P. (2001). Student learning in the online environment: No significant difference? Quest, 53, 1–13.
  • Benson, A. (2002). Using online learning to meet workforce demand: A case study of stakeholder influence. Quarterly Review of Distance Education, 3(4), 443–452.
  • Benson, A. (2003). Dimensions of quality in online degree programs. American Journal of Distance Education, 17(3), 145–159.
  • Blackboard (1997). Blackboard (Version 6.2) [Computer software]. Washington, DC: Blackboard Inc.
  • Bonk, C., Olson, T., Wisher, R., & Orvis, K. (2002). Learning from focus groups: An examination of blended learning. Journal of Distance Education, 17(3), 97–118.
  • Boyle, T., Bradley, C., Chalk, P., Jones, R., & Pickard, P. (2003). Using blended learning to improve student success rates in learning to program. Journal of Educational Media, 28(2/3), 165–178.
  • Brown, J. S., & Duguid, P. (2000). The social life of information. Boston: Harvard Business School Press.
  • Buckley, D. (2002). Pursuit of the learning paradigm: Coupling faculty transformation and institutional change. Educause Review, 37(1), 28–38.
  • Cheng, H., Lehman, J., & Armstrong, P. (1991). Comparison of performance and attitude in traditional and computer conference classes. The American Journal of Distance Education, 5(3), 51–64.
  • Cousin, G., & Deepwell, F. (2005). Designs for network learning: A communities of practice perspective. Studies in Higher Education, 30(1), 57–66.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.
  • DeTure, M. (2004). Cognitive style and self-efficacy: Predicting student success in online distance education. American Journal of Distance Education, 18(1), 21–38.
  • Donnelly, R. (2006). Blended problem-based learning for teacher education: Lessons learnt. Learning, Media, & Technology, 31(2), 93–116.
  • Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning. EDUCAUSE Center for Applied Research Research Bulletin. Accessed online January 21, 2007, at http://www.educause.edu/ir/library/pdf/ERB0407.pdf
  • Foulger, T. (Summer 2005). Innovating professional development standards: A shift to utilize communities of practice. Essays in Education, 14, Retrieved September 20, 2006, from http://www.usca.edu/essays/voll4summer2005.html
  • Garrison, D. R. (1985). Three generations of technological innovation in distance education. Distance Education, 6(2), 235–241.
  • Gastfriend, H. H., Gowen, S. A., & Layne, B. H. (2001, November). Transforming a lecture-based course to an Internet-based course: A case study. Paper presented at the National Convention of the Association for Educational Communications and Technology, Atlanta, Georgia. ERIC Document Number: ED470085. Retrieved April 28, 2006.
  • Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
  • Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and challenges of blended learning environments. In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (pp. 253–259). Hershey, PA: Idea Group.
  • Hitch, L. P. (2002). Being prepared for technology snow days. ECAR Research Bulletin, 24. Retrieved March, 2003, from http://www.educause.edu/LibraryDetailPage/666?ID=ERB0224
  • Husmann, D. E., & Miller, M. T. (2001). Improving distance education: Perceptions of program administrators. Online Journal of Distance Learning Administration, IV(III). Retrieved September 23, 2006, from http://www.westga.edu/~distance/ojdla/articles/fall2001/husmann43.pdf
  • Iverson, J. O., & McPhee, R. D. (2002). Knowledge management in communities of practice: Being true to the communicative character of knowledge. Management Communication Quarterly, 16(2), 259–266.
  • Johnson, S.D. & Aragon, S.R. (2002, Spring). An instructional strategy framework for online learning environments. Paper presented at the Academy of Human Resource Development (AHRD) Conference, Honolulu, Hawaii. Retrieved April 28, 2006, from ERIC database.
  • Kincannon, J. M. (2002, April). From the classroom to the Web: A study of faculty change. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana. ERIC Document Number: ED467096. Retrieved April 28, 2006.
  • Kuhn, T. (2002). Negotiating boundaries between scholars and practitioners: Knowledge, networks, and communities of practice. Management Communication Quarterly, 16(1), 106–112.
  • Kvavik, R. (2005). Convenience, communications, and control: How students use technology. In D.G. Oblinger & J.L. Oblinger (Eds.), Educating the Net Generation (pp 7.1–7.20). Washington, DC: Educause. Retrieved January 8, 2005, from http://www.educause.edu/educatingthenetgen/
  • LaRose, R., Gregg, J., & Eastin, M. (1998). Audiographic telecourses for the Web: An experiment. Journal of Computer-Mediated Communication, 4(2). Retrieved March 2, 2007, from http://jcmc.indiana.edu/vol4/issue2/larose.html
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Learning Technology Center. (2002, March 12). Learning technology center: Our project. Retrieved May 2005 from http://www.uwm.edu/Dept/LTC/our-project.html
  • Leh, A. (2002). Action research on hybrid courses and their online communities. Educational Media International, 39(1), 31–38.
  • Levin, S. R., Levin, J. A., Buell, J. G. & Waddoups, G. L. (2002). Curriculum, Technology, and Educational Reform (CETER) online: Evaluation of an online master of education program. TechTrends, 46(3), 30–38.
  • Machtmes, K. & Asher, J. W. (2000). A meta-analysis of the effectiveness of telecourses in distance education. The American Journal of Distance Education, 14(1), 27–46.
  • McCray, G. (2000). The hybrid course: Merging on-line instruction and the traditional classroom. Information Technology & Management, 1(4), p307–327.
  • Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow & Associates (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–33). San Francisco: Jossey-Bass.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Misko, J. (1994). Flexible delivery: Will a client-focused system mean better learning? Adelaide: Adelaide National Centre for Vocational Education Research.
  • Moore, M. (1993). Is teaching like flying? A total systems view of distance education. American Journal of Distance Education, 7(1), 1–10.
  • Neuhauser, C. (2002). Learning style and effectiveness of online and face-to-face instruction. American Journal of Distance Education, 16(2), 99–113.
  • Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). New York, NY: McGraw Hill.
  • Olapiriyakul, K., & Scher, J. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet & Higher Education, 9(4), 287–301.
  • O’Toole, J. M., & Absalom, D. (2003). The impact of blended learning on student outcomes: is there room on the horse for two? Journal of Educational Media, 28(2/3), 179–190.
  • Overbaugh, R., & Lin, S. (2006). Student characteristics, sense of community, and cognitive achievement in web-based and lab-based learning environments. Journal of Research on Technology in Education, 39(2), 205–223.
  • Parkinson, D., Greene, W., Kim, Y., & Marioni, J. (2003). Emerging themes of student satisfaction in a traditional course and a blended distance course. TechTrends, 47(4), 22–28.
  • Phipps, R., & Merisotis, J. (1999). What’s the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: The Institute for Higher Education Policy. Accessed online on February 16, 2007 at http://www.ihep.org/Pubs/PDF/Difference.pdf
  • Quality on the line: Benchmarks for success in internet-based distance education. (2000). Washington, DC: The Institute for Higher Education Policy. Retrieved September 16, 2006, from http://www.ihep.com/Pubs/PDF/Quality.pdf#search=%22Quality%20on%20the%20line%20benchmarks%22
  • Reeves, T., Herrington, J., & Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research and Development, 52(4), 53–65.
  • Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217–235.
  • Rogers, A. (2002). Teaching adults (3rd ed.). Philadelphia: Open University Press.
  • Russell, T. (1999). The no significant difference phenomenon. Chapel Hill NC: Office of Instructional Telecommunications, University of North Carolina.
  • Sherer, P. D., Shea, T. P., & Kristensen, E. (2003). Online communities of practice: A catalyst for faculty development. Innovative Higher Education, 27(3), 183–194.
  • Sikora, A. (2002). A profile of participation in distance education: 1999-2000. Retrieved January 8, 2005, from National Center for Education Statistics Web site http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003154
  • Skylar, A., Higgins, K., Boone, R., Jones, P., Pierce, T., & Gelfer, J. (2005). Distance education: An exploration of alternative methods and types of instructional media in teacher education. Journal of Special Education Technology, 20(3), 25–33.
  • Snell, C., & Penn, E. (2005). Developing an online justice studies degree program: A case study. Journal of Criminal Justice Education, 16(1), 18–36.
  • Summers, J., Waigandt, A., & Whittaker, T. (2005). A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education, 29(3), 233–250.
  • Sumsion, J., & Patterson, C. (2004). The emergence of community in a preservice teacher education program. Teaching and Teacher Education, 20(6), 621–635.
  • Swenson, P., & Evans, M. (2003). Hybrid courses as learning communities. In S. Reisman (Ed.), Electronic learning communities issues and practices (pp. 27–72). Greenwich, CT: Information Age Publishing.
  • Thompson, M. (2005). Structural and epistemic parameters in communities of practice. Organization Science, 16(2), 151–164.
  • Twigg, C. A. (1999). Improving learning & reducing costs: Redesigning large-enrollment courses. Center for Academic Transformation. Retrieved April 20, 2005, from http://www.thencat.org/Monographs/monol.pdf
  • Twigg, C. A. (2001). Innovations in online learning: Moving beyond no significant difference. Taylor, NY: Pew Learning and Technology.
  • Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. Educause Review, 38(5), 28–38.
  • Veronikas, S. W., & Shaughnessy, M.F. (2004). Teaching and learning in a hybrid world: An interview with Carol Twigg. Educause Review, 39(July/ August), 51–62. Retrieved February, 2006, from http://www.educause.edu/apps/er/erm04/erm044.asp
  • Waits, T. & Lewis, L (2003). Distance education at degree-granting postsecondary institutions: 2000-2001 (NCES 2003-017). U.S. Department of Education, National Center for Education Statistics. Retrieved January 8, 2005 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003017
  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
  • Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.
  • Wilke, D., & Vinton, L. (2006). Evaluation of the first web-based advanced standing MSW program. Journal of Social Work Education, 42(3), 607–620.
  • Woods, R., Baker, J., & Hopper, D. (2004). Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction. Internet & Higher Education, 7(4), 281–297.
  • Yang, Y., & Cornelious, L.F. (2004, October). Ensuring Quality in Online Education Instruction: What Instructors Should Know? Paper presented at the Association for Educational Communications and Technology conference, Chicago, Illinois. ERIC Document Number: ED484990. Retrieved September 23, 2006.
  • Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65–77.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.