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Distance Education | Spotlight Using Online and Blended Learning To Help Students Design Their Educational Experience For Julie Young, who recently announced her retirement as president and CEO of Florida Virtual School (FLVS), the journey to online and blended learning began with her organization's mission: "To deliver high-quality technology-based education that provides the skills and knowledge Students need for success."

Since we were talking about communication last week, I liked reading this study. Students like ways to interact with each other online as well as in class; and faculty should communicate in a timely manner and give good feedback to Students.

Mentioned in one of the BlendKit forums but nice resource to revisit. 4 parts with reflection for students, teachers, principals and this one whcih is a general taxonomy of reflection based on Bloom's

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities.

Despite the widespread popularity of online social networking services such as Facebook and Twitter, many students exhibit a reluctance to include faculty in their social networks. Given these personal preferences, how do social networks and education intersect? A pilot using Twitter to communicate important information about lab hours and support services yielded minimal student response.

How can you determine how well your blended delivery is working for your students? How can you gather information that will enable you to improve your blended design in the future?

A hybrid course is much more than just an online course with a face-to-face class session thrown in for good measure. It involves asking, "What is the best way for students to interact with course content, construct knowledge, engage in critical thinking and problem solving?"

Not exactly about blended learning but this is a new paper I wrote with some colleagues about different approaches to pedagogies that build resilience through active learning. In this paper we discuss group activities and assessments used in two Creative Arts disciplines (Performance and Journalism), at an Australian regional university, as examples of subjects which provide 'real world' experience in order to promote resilience and tenacity in students.

"This study will provide novel evidence on the effectiveness of blended learning in teaching evidence based practice (EBP) to a cohort of undergraduate and graduate-entry medical students."

The second half of the article describes the benefits of blended-learning over MOOCs.

"End of Semester Evaluation Form Student Survey of Teachers Teacher Assessment Survey Teacher Feedback Form Course Evaluation Form Evaluation of Teacher Use of Technology Form Daily Feedback Form"

A Michael Wesch video

"Bay Path University Teacher Tom Mennella Provides a Detailed Look at his Flipped Course and how Students are Benefiting from This Instructional Model"

Key Takeaways Social presence remains the key to a successful learning experience, and understanding social presence, with its critical connection to learning and community building, allows us to better support faculty and students. Understanding a wide selection of tools, media, and reflective activities helps faculty assist students in taking responsibility for their own learning.

Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit.