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How Do They Fare?: Learning Achievement and Satisfaction with Blended Learning for Traditional-Age Undergraduates at Moderately Selective Colleges
Abstract
Blended learning is proliferating rapidly in higher education across the United States. However, this learning environment may pose new challenges to learners at moderately selective colleges who are normally found to be low in autonomy. A quasi-experimental study was conducted to examine the learning achievement and course satisfaction of this group of learners in two sections of a course, with one being blended and the other a face-to-face. The results, shown in this chapter, reveal that instructional mode does not have a significant effect on learning achievement and course satisfaction; however, a further examination into the course structure, dialogue, and learner autonomy suggests that low structure and high dialogue can help reduce transactional distance and a synchronous format for the online component in a blended course is highly recommended. In addition, coaching and scaffolding learner autonomy is indispensible for learners at moderately selective colleges and should be considered in the design and implementation of online learning.
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