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ERIC Number: EJ982679
Record Type: Journal
Publication Date: 2012-Jun
Pages: 15
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1939-5256
Multidimensional Assessment of Pilot Blended Learning Programs: Maximizing Program Effectiveness Based on Student and Faculty Feedback
Calderon, Orly; Ginsberg, Amy Patraka; Ciabocchi, Liz
Journal of Asynchronous Learning Networks, v16 n4 p23-37 Jun 2012
Faculty and student feedback on blended courses is instrumental to improving blended courses and programs. The purpose of this article is to describe the process and results of blended learning outcome assessment at a large, multi-campus, private university. The outcome measures used in this assessment were developed in the context of current literature about best practice in assessment of blended learning and were designed to gather feedback from faculty and students on multiple aspects of the blended courses. 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. Faculty rated their blended courses high in terms of course organization, but low in terms of the availability of resources and information about online learning and the quality of pedagogy in blended instruction. This university has found great value in the use of student and faculty feedback toward the improvement of blended courses and programs. An emphasis has been placed on providing additional resources, making the available resources more accessible and offering faculty development and training in online and blended pedagogy. (Contains 6 tables.)
Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York