THE JOURNAL OF BLENDED ONLINE LEARNING

This paper describes how the Quality Matters (QM) and Community of Inquiry (CoI) frameworks can be applied at the program level to enhance curriculum development and maintain programmatic rigor when transforming traditional courses for the blended environment. The QM and CoI frameworks are summarized, and the application of these frameworks in the course design process is described. Explanations are provided of how the QM standards were applied to the design of individual courses to ensure the development of cognitive, social, and teaching presence in the transitioning of an entire master’s of educational leadership (EDL) program from face-to-face to blended delivery. The paper concludes with practical advice for others desiring to move into the blended arena.

• http://www.rcetj.org/index.php/rcetj/article/view/3

Students who live in remote areas and have work and family responsibilities frequently face considerable challenges completing graduate education. Accredited programs in their professional field may be several hundred miles away, on campuses where traditional face-to-face programs are the primary - if not the only - options available. This means considerable windshield (driving) and seat (classroom) time that their situations make prohibitive. At the same time, new technological developments and continued research and experience have made quality online learning feasible in many fields. Nevertheless, there is still a strong bias to have adequate face-to-face elements in the preparation of professionals for whom face-to-face contact with clients will be the norm. This combination of student need, technological feasibility, and a professional bias toward face-to-face instruction provides the perfect environment for a “blended” program that combines the best features of face-to-face, videoconferencing, and online instruction. The Michigan State University Blended Statewide Clinical Master of Social Work (MSW) Program was developed to respond to the serious access issues facing students in areas of the state where accredited master’s programs are either too far away or do not provide flexibility in course load and scheduling. In this article, the program’s underlying assumptions are explained and the primary components of the Blended Program model are described in detail. It should be noted that this is not just a theoretical model – it has, in fact, been implemented, with the first cohort of students in the third year of the three-year MSW program. Results to date are presented.

•  http://www.rcetj.org/index.php/rcetj/article/view/5

A comprehensive analysis was conducted of West Virginia University’s Physical Education Teacher Education Master of Science program. This program is a blended learning hybrid model, which combines courses taught on site with courses taught through web-based distance education. The purpose of the study was to describe and assess the program. A description of the program is provided based on interviews conducted with the faculty. Assessment of the program was conducted primarily through an anonymous online survey of members of five graduating classes. Additionally, an analysis of standards-based exit portfolios completed by students in one recently graduating class and an analysis from an independent, external evaluator were utilized in the assessment. Results indicated that the graduates were meeting the relevant standards and associated outcomes, and that the blended program was largely responsible for their performance. In addition, two standards dealing with systematic inquiry were deemed the weakest of the program’s effects, and program modifications were undertaken to respond to those weaknesses. Graduates were highly positive about both face-to-face and online portions of the program and clearly resonated with the blended approach. Discussion includes observations about curriculum changes made since the program’s inception, the enhancement of the learning community through the blended approach, and technological issues that need to be addressed in order to maximize the effectiveness of a blended program.

•  http://www.rcetj.org/index.php/rcetj/article/view/10