Research Analysis

Location: Emmanuel College, USA
Education Level: Undergraduate
Discipline: Liberal Arts & Business (computer science)
Technology:Convergence of online and face-to-face modalities using various tools including Blackboard and Google.
Results: Study One – “Students noted that using technology for learning offered – greater convenience, time shifting, better pacing, more access, and ease of communication, but, they still prefer the “high-touch” of face-to-face teaching. Some noted that faculty in blended classes had ‘unrealistic’ expectations.”
Study Two – 57% of students preferred blended learning, 42% preferred primarily face-to-face
Description:This is a well-written paper with high applicability to Bond University (small university using Blackboard). It included a large survey of all students as well as a three years focus on a single blended learning subject.

Location: State University of New York, USA
Education Level: Undergraduate
Discipline: Business
Technology/Approach: Digital Media Simulation - authentic photo-realistic settings with interactive video characters
Results: “Results from this pilot demonstrate that Digital Media Simulations effectively increased student engagement and promoted deeper learning.”
Description: A pilot study of a single subject "Diversity in the workplace" it uses qualitative and quantitative analysis. Some concerns about methodology.

Location: Kingston University, UK
Education Level: Undergraduate
Discipline: Business & Management
Approach: Blended learning from the academic staff's perspective
Results: The dominant negative theme was that blended learning is time consuming. However, most respondents also saw numerous benefits on factors such as student management, communication, interactivity, engagement and learning.
Respondents clustered into three groups according to the way in which they described “drivers and expectations” of blended learning.
> Largest group were called the “bolt-ons” adding in some technology and functions (e.g. to manage student group and add variety to delivery).
>Next group “technology is all” were motivated by any and all technologies and the possibilities.
>Smallest group “purely pedagogic” thought about what approach would improve learning in each instance and blended the approaches.
Description: Interviews with 16 academics

Location: Long Island University, USA
Education Level: Higher Education; Postsecondary
Discipline: Nursing, Accounting, Taxation, Library & IT, Computer science
Technology: web- based learning, primarily using Blackboard tools
Results: “The results suggest that, overall, students and faculty were satisfied with the blended courses. The sufficiency of the university’s resources for blended learning emerged as the strongest predictor of student satisfaction.”
Description: Faculty and Student Surveys, Focus Groups
As a result of pilot, university will introduce further professional development and certification program

Location: Canada Memorial University of Newfoundland, Canada
Education Level: Undergraduate
Discipline: Social Work
Approach: Teaching that takes place primarily online with face-to-face components including workshops
Results: “We noticed that … faceless teaching and student isolation seemed to lessen as the blended learning approach … evolved. We also noticed that as students become more technologically savvy, the benefits of online courses seemed to also be embraced.”
Description: The authors use a case study approach to share the pros and cons of three university’s designs and facilitation of blended learning.
They used the traveller metaphor, where both faculty and students must become acculturated.

Location: University of Southern Queensland, Australia
Education Level: Undergraduate
Discipline: Teacher Education
Approach: A subject was expanded so that a full range of options were available to students. They could access modules online, through face-to-face tutorials, through lecture recordings, etc. in a “learner-centered” pedagogy.
Results:“The findings of this study suggest that successful learners are aware of their learning and situational needs and preferences and are able to select learning formats to fit their changing needs. While the search for the most appropriate combination of blended learning formats continues, it is argued that a learner-centered view of blended learning requires acceptance that there will be endless successful combinations”
Description: Interesting read, advocates STUDENTS, rather than teachers, making decision about what and how to blend. Research method included student surveys and interviews, applying principles of U

Location: Malaysia Universiti, Utara Malaysia
Education Level: Executive Diploma
Discipline: Business Communication
Technology: Learning management system, Youtube videos, Skype, role of academic as facilitator
Results: High student satisfaction with blended learning approach
Description: Interviews with 16 students.

Location: Babson College, USA
Education Level: Undergraduate
Discipline: Computer Science
Technology:
Results:
Description:

Location: Kocaeli University, Turkey
Education Level: Undergraduate
Discipline: Computer Science
Technology: “implementing the course especially with electronic activities had positive effects on students from a learning and evaluation perspective”
The students particularly commended “easy access to learning materials in electronic environment”
Results:
Description: Online survey of 67 students; content analysis. Caution – Technology not innovative in this research and weak methodology / design.

Location: University of Porto, Portugal
Education Level: Undergraduate
Discipline: Multidisciplinary
Technology: No specific tools or approach. About teacher motivation and student perception
Results: Teacher Motivation (why teachers adopt blended learning): pedagogical innovation, updating & diversifying teaching methods, Bologna Process purposes, contemporary demands from society.
Student Perceptions (what matters to students): Control, autonomy and contribution to curriculum, organisation, content transmission
Description: Methodology-surveys, in-depth interviews teachers & students. Important quote from paper Important quote-“We believe that the real indicator of blended learning is not the amount of hours online or face-to-face, but the effective integration of these moments in education (Garrison & Kanuka, 2004).”