Enriching Student Experience Through Blended Learning


The growth, and in some cases the very rapid spread, of blended learning across many institutions from community colleges to research universities arguably springs from the flexibility of the pattern. Blended learning has developed as a result of both pedagogical and administrative concerns for effective delivery, and faculty have often (quietly) developed delivery patterns that address course content differences. The variations in structure, support, and purpose suggest that examples of blended learning will help us understand the factors promoting growth. This bulletin draws on interviews from a sample of blended-learning practitioners and from the work of the National Center for Academic Transformation (NCAT) course redesign project.

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