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Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Vesely, Bloom, and Sherlock (2007) document that essential to the learning process is the student/student and student/teacher interaction, and building this community of learners is more challenging in online. Students in blended courses felt interaction may be better than in traditional courses. Students who feel silenced in onsite class discussions are more apt to contribute online. Seeking help can be a determining factor in successful learning. In the online communities, help is available virtually around the clock from the instructors and fellow classmates. Furthermore, through their experiences in the blended course, students would better understand the significance of managing their time, cultivating their study environment, regulating their effort, seeking appropriate support, and learning from classmates. In my experience, students reported that their online interaction with classmates had greatly assisted in their comprehension of course materials. Central to how they felt about blended learning was the quality and quantity of student and faculty interaction. In blended courses, students are often required to engage actively by reading and responding to discussion forum postings that become a permanent record of their participation and learning, rather than passively attending classes. Perceptions of interaction from faculty are also positive for blended courses. Faculty renovate their teaching methods by placing onsite lectures online and adding supplementary activities to aid student learning. Blended teaching and learning transforms education from "a command and control structure to a connect and collaborate environment" (Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006) which is more student-centered than faculty-controlled. For faculty, the quality

This is a cool look at some recent blended learning and online studies. - Jen Hill

This is a downloadable guide for teachers interested in the research based outcomes of blended learning.

A nice article that explores the value of hybrid learning. Gryglak

Article about private journal entries rather than standard discussion forums

I found this to an interesting and useful technique, which I plan to use going forward. Paul

How to integrate technology into the classroom: PowerPoint, Blackboard, Video, iclickers, online discussions, ePortfolios, blended learning, survey tools, etc.

This is a rather lengthy guidebook that I came across while researching this week's topic. It touches on many of the issues we've been dealing with in our course, but also includes tips and strategies for blended courses. I thought it'd be a good resource for anyone interested, as it summarises key points on the use of technology in higher education.

See Best Practices tagged by Use Categories: Medical, MBA Programs, Engineering, LMS Integration, Professional Development, Blended Online/Onsite Events, Online Events/Communities, Virtual Office Hours/Tutoring, Staff/Administration, Meeting Collaboration. *Elluminati* (Power User) Slideshare of Higher Education Case Studies (begins @ p 68) shows exceptional applications of Elluminate Live and identifies benchmark institutions for collaboration, mentoring, or peer review. I plan to add SLOAN-C to my PLN Personal Learning Network.

CourseSites by Blackboard is a free learning management system for K12 and Higher Ed Instructors enabling blended & eLearning. I have used this tool a few times before. This is great because it is exactly like BlackBoard. With CourseSites you can do trial and error, and it's ok because students will not see it. Also, CourseSites allow you to add students, if you do not have BlackBoard or any other online learning site that your campus offers.

Video lessons are one of the primary technology tools used to deliver content in blended/flipped classrooms. The learning happens at home and when students are in class, they participate in active-learning activities or group work. Great to try out with a few lessons in f2f classes as well. It greatly increases student engagement and participation.

Thanks for sharing. This was a nice contrast to a previous article which focused on no video use in a flipped environment.

Examples of how to blend digital media in teaching. Examples include scavenger hunts, social media, and reviewing web sites.

This activity blends just the right amount of instruction, guidance and interactivity to teach some concepts of quadratic equations. Specifically it reinforces the concepts of the axis of symmetry and the vertex.

This is a link that classes that have undergone transformation from a f2f to a blended format. There is a lot of data and support regarding the results of the transformation.