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ERIC Number: EJ1046151
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1049-4820
Blended/Hybrid Courses: A Review of the Literature and Recommendations for Instructional Designers and Educators
Helms, Samuel A.
Interactive Learning Environments, v22 n6 p804-810 2014
This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words "blended" and "hybrid." A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A