"Blended Courses Across the Curriculum: What Works and What Does Not" by Ryan Botts, Lori Carter et al.

ACMS Conference Proceedings 2017

Title

Blended Courses Across the Curriculum: What Works and What Does Not

Authors

Ryan Botts, Point Loma UniversityFollow
Lori Carter, Point Loma UniversityFollow
Catherine Crockett, Point Loma UniversityFollow

Document Type

Conference Proceeding

Publication Date

6-2-2017

Abstract

Recent hype around online and blended courses touts the benefits of immediate student feedback, flexible pace, adaptive learning, and better utility of classroom space. Here we aim to summarize the results of a 3-year pilot study using blended courses across the quantitative science curriculum (Mathematics, Statistics and Computer Science), in both upper and lower division, major and GE courses. We present findings on student attitudes towards this format, most helpful course components, time on task, progress on learning outcomes and faculty perspectives. This summary can be used to inform best practices in hybrid design, implementation and faculty expectations in the quantitative sciences.

Recommended Citation

Botts, Ryan; Carter, Lori; and Crockett, Catherine, "Blended Courses Across the Curriculum: What Works and What Does Not" (2017). ACMS Conference Proceedings 2017. 6.
https://pillars.taylor.edu/acms-2017/6

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