Sloan-C Blended Learning Research Perspectives

Sloan-C's long-running collection of effective practices has produced a number of EPs related to blended learning. That section of Sloan-C's main web site (www.sloan-c.org) is currently undergoing a redesign to add more collaborative and interactive tools that will hopefully help you to access the information you need. During the process, we collected a list of EPs related to blended learning. We will notify everyone when the new site is ready to visit, but in the meantime, here is a list of EPs on the current EP site that may interest you:

In this 2004 paper, Stephen Laster of Babson College (now at Harvard Business School) shares thoughts on defining blended learning.

Following is the introduction to the paper, read the attached for the remainder:

INTRODUCTION

This past summer I had the pleasure of participating in the Sloan-C Online Research Workshop. Working with a large group of energetic educators, we were able to examine the issues of student satisfaction, learning effectiveness, blended environments, and transformative assessment. I facilitated the conversation around blended learning in which a productive exchange of ideas took place.

In this 2003 paper, Stephen Laster of Babson College (now at Harvard Business School) shares their experience of using model-driven design in delivering blended programs.

Following is the introduction to the paper, read the attached for the remainder:

INTRODUCTION

Blended teaching and learning in an integrated curriculum creates opportunities for learning that are not
found in a traditional discipline-specific, pure classroom model. These opportunities include:

In partnership with the University of Illinois at Chicago, Sloan-C announces:

Sloan-C Workshop on Blended Learning and Higher Education: Blended by Design

Date: Sunday, June 3 – Tuesday, June 5, 2007

Location:
Indian Lakes Resort
250 West Schick Road
Bloomingdale, IL 60108

Please Note: Download the full report at the bottom of this page.

Blending In: The Extent and Promise of Blended Education in the United States builds on the Sloan series of annual reports on the state of online education in U.S. Higher Education.  This study is aimed at answering some of the fundamental questions about the nature and extent of education in the United States.   Unlike the previous reports in this series that focused exclusively on online learning, this report examines blended (also called hybrid) instruction.  The findings are based on four 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.