Quarterly Review of Distance Education Volume 4, Number 3, ISSN 1528-3518
Describes a large-enrollment accounting course at Brigham Young University (Utah). This case focuses on the possibility of using blended approaches to reduce faculty time, re-focus student time, and raise the possibility of using blended learning as a way to admit more students to an academic program. (MES)
Cottrell, D.M. & Robison, R.A. (2003). Case 4: Blended Learning in an Accounting Course. Quarterly Review of Distance Education, 4(3), 261. Retrieved November 18, 2018 from https://www.learntechlib.org/p/97580/.
- Business Administration Education
- distance education
- EDUCATIONAL ENVIRONMENT
- educational technology
- higher education
- instructional design
- Instructional Development
- Large Group Instruction
- online courses
- student attitudes
- Student Reaction
- technology integration
- Technology Uses in Education
Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
Chi-Cheng Chang, Department of Technology Application and Human Resource Development National Taiwan Normal University; Kuen-Ming Shu, Department of Mechanical and Computer-aided Engineering National Formosa University; Chaoyun Liang, Department of Bio-Industry Communication and Development National Taiwan University; Ju-Shih Tseng & Yu-Sheng Hsu, Department of Technology Application & Human Resource Development National Taiwan Normal University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.