Tags
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A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement
Nortvig, A.M., Petersen, A.K. & Balle, S.H. (2016). A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. Electronic Journal of e-Learning, 16(1), 46-55.
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Supporting Faculty Adoption of a Hybrid Curriculum: Lessons Learned
Shanedling, J., Martin, P., Huibregtse, G. & Gibson, S. (2013). Supporting Faculty Adoption of a Hybrid Curriculum: Lessons Learned. International Journal on E-Learning, 12(3), 287-301. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Strategies In Educational Technology For Teaching In A Hybrid Environment
Slemrod, T. & Whitford, D. (2015). Strategies In Educational Technology For Teaching In A Hybrid Environment. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 493-496). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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Challenges Faced by Nontraditional Students Enrolled in an Online Blended Distance Learning Teacher Education Licensure Program
Tanner, L. (2008). Challenges Faced by Nontraditional Students Enrolled in an Online Blended Distance Learning Teacher Education Licensure Program. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 759-765). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
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Best Practices in Blended Learning: Snapshots from a Hybrid Bachelor of Science in Nursing (BSN) Program
Posey, L. (2013). Best Practices in Blended Learning: Snapshots from a Hybrid Bachelor of Science in Nursing (BSN) Program. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 350-355). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
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Launching a Hybrid Ph.D. in Educational Psychology and Educational Technology: Lessons Learned from Faculty Deliberations, Student Experiences, and Technological Challenges
Dickson, R. & Dickson, W.P. (2011). Launching a Hybrid Ph.D. in Educational Psychology and Educational Technology: Lessons Learned from Faculty Deliberations, Student Experiences, and Technological Challenges. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1803-1806). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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Hybrid Instruction 101: It’s in the Design
D'Onofrio, A. & Bowes, K. (2007). Hybrid Instruction 101: It’s in the Design. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1500-1506). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE).
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Hybrid Doctoral Program: Innovative Practices and Partnerships
Alvich, D., Manning, J., McCormick, K. & Campbell, R. (2012). Hybrid Doctoral Program: Innovative Practices and Partnerships. International Journal on E-Learning, 11(3), 223-232. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Best Practices for Teaching Blended (or Hybrid) Courses
Baltrip, R. (2014). Best Practices for Teaching Blended (or Hybrid) Courses. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (p. 139). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
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Hybrid Model: A Winning Combination
Adams, T. (2007). Hybrid Model: A Winning Combination. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (p. 2693). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
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Face-to-Face, Hybrid, or Full On-line Degree Programs: Implications and Opportunities for Graduate Education Programs in the 21st Century
Fitzgerald, S. & Schenker, J. (2008). Face-to-Face, Hybrid, or Full On-line Degree Programs: Implications and Opportunities for Graduate Education Programs in the 21st Century. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (p. 4104). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
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Hybrid Degree Programs: Implications and Opportunities for Graduate Education Programs in the 21st Century
Fitzgerald, S. (2009). Hybrid Degree Programs: Implications and Opportunities for Graduate Education Programs in the 21st Century. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (p. 1197). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).
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Using Curriculum Evaluation Procedures to Evaluate Hybrid Degree Programs (composed of face-to-face and asynchronous on-line courses): Implications for Graduate Education Programs in the 21st Century
Fitzgerald, S. (2010). Using Curriculum Evaluation Procedures to Evaluate Hybrid Degree Programs (composed of face-to-face and asynchronous on-line courses): Implications for Graduate Education Programs in the 21st Century. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1433-1434). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).
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Learners’ Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model
Koohang, A. & Durante, A. (2003). Learners’ Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model. Journal of Information Technology Education: Research, 2(1), 105-113. Informing Science Institute.