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Journal of Asynchronous Learning Networks, v13 n1 p75-87 Apr 2009

The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide a foundation for the evaluation of asynchronous learning networks that works equally well for the evaluation of blended learning environments. The Pillars and a simplified model of a learning system, focus on inputs, processes, and outputs, and provide the framework for a case study of blended learning design and evaluation in a 500-student section of an Introductory Psychology course. Results of a multi-method evaluation of this course indicated very high levels of both learning effectiveness and student satisfaction. The article concludes with the suggestion that blended learning may represent a black swan, a high-impact, unpredicted, and rare event that highlights the limitations of our ability to reliably predict the future in any arena, including online learning environments. (Contains 2 tables and 5 figures.)

Descriptors: Psychology, Case Studies, Models, Instructional Design, Introductory Courses, Student Attitudes, Instructional Effectiveness, Evaluation Methods, Program Evaluation, Longitudinal Studies, Outcomes of Education, Course Evaluation, Online Courses, Blended Learning, Asynchronous Communication, Educational Technology, Electronic Learning, Distance Education, Teaching Methods, College Instruction

Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher[at]; Web site:

Autor: Laumakis, Mark; Graham, Charles; Dziuban, Chuck


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