Literature+Summary+Table+and+References+Page

=RSS Feeds:= =//Blended Learning - Higher Education//=

rss url="http://vnweb.hwwilsonweb.com/hww/rssFeed.jsp?rid=a1b63d259fe41d9c " link="true" description="true" number="10" =//Blended Learning - Elementary Secondary Education (K-12)//=

rss url="http://vnweb.hwwilsonweb.com/hww/rssFeed.jsp?rid=cae61925af5003ba " link="true" description="true" number="10"

Moore, Janet. (2005) Elements of Quality Online Education. Section on "Blended Environments" page 9 See []

The nineteen papers in this volume portray organizations that are negotiating the simultaneous demands of tradition, the status quo, and the transformation of higher education. These wisdom papers include views on the ways assessment guides improvement; on the potential of blended environments; and on transformations that will give new meaning to the Sloan-C quality pillars of learning effectiveness, cost effectiveness, access, and faculty and student satisfaction

This survey is a solid source of data on the status of online and blended learning in K-12 schools. Highlights include the following: 1. Three quarters of the responding public school districts are offering online or blended courses: · 75% had one or more students enrolled in a fully online or blended course. · 70% had one or more students enrolled in a fully online course. · 41% had one or more students enrolled in a blended course. · These percentages represent an increase of approximately 10% since 2005-2006. 2. 66% of school districts with students enrolled in online or blended courses anticipate their online enrollments will grow.  3. The overall number of K-12 students engaged in online courses in 2007-2008, is estimated at 1,030,000. This represents a 47 % increase since 2005-2006 =//Distance Education - Higher Education//=
 * Picciano, A. & Seaman,J. (2009, January) // K–12 Online Learning: A 2008 follow-up of the survey of U.S. the survey of U.S. school district administrators // . Retrieved June 29, 2009 from **[|**http://www.sloan-c.org/publications/survey/pdf/k-12_online_learning_2008.pdf**]

rss url="http://vnweb.hwwilsonweb.com/hww/rssFeed.jsp?rid=a94f20b88221c6d5 " link="true" description="true" number="10"

=//Distance Learning - Elementary Secondary Education (K-12)//=

rss url="http://vnweb.hwwilsonweb.com/hww/rssFeed.jsp?rid=a6284c488592de55 " link="true" description="true" number="10"

=//Virtual Schools//=

rss url=" http://vnweb.hwwilsonweb.com/hww/rssFeed.jsp?rid=6f304784f6aeaee4 " link="true" description="true" number="10" =Online Blended Learning Environment Literature= = = =//Journals/websites we must closely follow:// = = American Journal of Distance Education (Michael Moore, ed) = = Distance Education = = Distance Educational Leadership (out of UVA - policy angle) = = //INNOVATE: Journal of Online Education// = = rss url="http://www.innovateonline.info/innovate.rss = = the new UF journal on online K-12 = = Handbook of Distance Education = = =

Categorization Table
qual+quant || Online Course Development in Engineering || 5 || Blickblau is a lecturer at Swinburne University in Melborne, Australia. This article describes the development of an online course and the subsequent research on its effectiveness. || Jessica ||
 * **Ref #** || **Elem/Sec/Coll/Prof** || **Qual/Quant/Meta** || **Application** || **Rate (1-10) ** || **Comment** || **Submitter** ||
 * 1 || college || qual + quant || English || 8 || Key results indicate more knowledge construction in blended classroom and a much more egalitarian and dynamic classroom discourse. || Wendy ||
 * 2 || college || application || Blogs & Sci || 6 || Gives a very easy (too easy) to understand definition of Blogs. Then Brownstein branches out to useful frameworks for people who study blogs or use them in classes. || Jessica ||
 * 3 || college || application

Citations:
1. Zhichang, X. (2008). When hybrid learning meets blended teaching: Online computer-mediated communication (CMC) and classroom face to face (FTF) discourse analysis. Lecture Notes in Computer Science, 5169, 157-167. Retrieved 31 May 2009 at

2. Brownstein, E., & Klein, R. (2006). Blogs: Applications in Science Education. //Journal of College Science Teaching//, //35//(6), 18-22.

Unreviewed Citations:
(Look interesting but haven't had time to read yet!)


 * ||  || Author(s) || : || [|Ransdell]; [|S.]; [|Gaillard-Kenney]; [|S.]; ||
 * ||  || Source || : || [|Internet Journal of Allied Health Science and Practice] ; Vol.7 No.1 Jan 2009 ||
 * ||  || Keyword(s) || : ||  [|**blended**] [|**learning**] ; [|grading of participation]; [|online discussion]; [|qualitative and quantitative evaluations]; [|Web-CT.]; ||
 * ||  || Abstract || : || Purpose: Online discussion within blended learning environments is essential to student success in a well-designed course. Our research briefly describes ways in which online discussion can be evaluated to predict student learning. The paper will present some online data regarding active and passive use of Web-CT-based course content as it relates to student performance. Methods: Thirty-seven RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) students in a blended online and face-to-face biostatistics course participated in this research for 15 weeks. Results: Students who were engaged in active, original postings to discussion threads in response to relevant, course-based reading were most likely to do well, regardless of the total frequency of their visits to the discussion site. Students who engaged in frequent, but passive, less relevant postings did not do as well in terms of midterm quizzes or final grades. Discussion: Qualitative discussion rubrics can be labor-intensive; in large classes, it may be possible to supplement them with quantitative, Web-CT records of overall postings, original postings, follow-up postings, and total visits in order to determine which students are using discussion as a useful tool. ||