Reflections: Two Years after Implementing a Blended Educational Research Course

Yukiko Inoue (University of Guam, Guam)
Copyright: © 2010 |Pages: 165
EISBN13: 9781616921385|DOI: 10.4018/978-1-60566-880-2.ch009
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This chapter discusses the case of a pilot course implementing blended learning at an American Pacific island university. This case provides a detailed overview of how the instructor applied blending learning design to an introductory educational research course. The author compares her goals for the course with the concept of blended learning, and discusses reasons why the two complemented one another. Analysis of student self-ratings (quantitative data on achievement) and student self-reflection narratives (qualitative data on satisfaction) revealed that, overall, student blended learning experiences were positive. Students liked the course and indicated that they had achieved their learning objectives, although they clearly indicated dissatisfaction with some aspects of blended learning. The case further confirmed the prediction drawn from the literature that pedagogical and technological difficulties present major challenges to providing quality blended courses. Surmounting these challenges enhances both the effectiveness and efficiency of learning experiences in blended courses.
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