Blended/Hybrid Courses: A Review of the Literature and Recommendations for Instructional Designers and Educators
Interactive Learning Environments Volume 22, Number 6, ISSN 1049-4820
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.
Helms, S.A. (2014). Blended/Hybrid Courses: A Review of the Literature and Recommendations for Instructional Designers and Educators. Interactive Learning Environments, 22(6), 804-810.
Cited ByView References & Citations Map
Lyra P. Hilliard & Mary K. Stewart, Department of English, United States
Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 11–24
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