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ERIC Number: EJ1164472
Record Type: Journal
Publication Date: 2018-Jan
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1537-2456
Empowering Learners through Blended Learning
Owston, Ron
International Journal on E-Learning, v17 n1 65-83 Jan 2018
Blended learning appears to facilitate learner empowerment more readily than either face-to-face or fully online courses. This contention is supported by a review of literature on the affordances of blended learning that support Thomas and Velthouse's (1990) four conditions of empowerment: choice, meaningfulness, competence, and impact. Blended learning offers students choice and flexibility about when and where they can participate in the online portion of their course. The approach also appears to be consistent with their preferred method of learning as satisfaction tends to be higher than in fully online or face-to-face courses. Self-efficacy is typically stronger in blended courses compared to the other two instructional modes. Lastly, students in blended courses tend to perform better than their peers in fully online or face-to-face courses, hence have a greater sense of succeeding. Recommendations on blended course design to enhance learner empowerment are presented.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A