Measuring the Effect of Blended Learning: Evidence from a Selective Liberal Arts College

We compare introductory microeconomics courses that employ a blended learning approach to more traditional control courses at a selective liberal arts college. The blended learning courses required students to complete online homework and watch video lectures before problem-based class sessions, while the control courses used paper homework and primarily traditional lecturing. We use the Test of Understanding in College Economics to measure improvement and use the Student Opinion Survey to control for students' self-reported effort and amount of importance placed on the test. We find that students in the blended courses improve more than those in traditional courses.

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Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

Online Learning ◽

10.24059/olj.v15i1.188 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Nanette P. Napier ◽

Sonal Dekhane ◽

Stella Smith

Keyword(s):

Blended Learning ◽

Student Performance ◽

Liberal Arts ◽

Faculty Perceptions ◽

Liberal Arts College ◽

Final Exam ◽

Face To Face ◽

Faculty Teaching ◽

Face To Face Instruction ◽

The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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From a Small Liberal Arts College to the World: Our Blended Courses, SPOC, and MOOCs in Italian Studies

Digital Education: Out to the World and Back to the Campus - Lecture Notes in Computer Science ◽

10.1007/978-3-319-59044-8_1 ◽

2017 ◽

pp. 3-9 ◽

Cited By ~ 1

Author(s):

Daniela Bartalesi-Graf

Keyword(s):

Liberal Arts ◽

Liberal Arts College ◽

Italian Studies ◽

Blended Courses ◽

The World

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“Saber español sí sirve” Academic Validation of Spanish as a Heritage Language

Open Linguistics ◽

10.1515/opli-2019-0004 ◽

2019 ◽

Vol 5 (1) ◽

pp. 69-80

Author(s):

Patricia Bayona

Keyword(s):

Liberal Arts ◽

Heritage Language ◽

Hispanic Students ◽

Liberal Arts College ◽

Spanish Speakers ◽

Opinion Survey ◽

Career Expectations ◽

Heritage Spanish Speakers ◽

The Usa ◽

Midwest Region

AbstractThe article offers an account of the challenges and successes encountered in the process of opening a new Professional Spanish Minor, targeted mainly to Heritage Spanish speakers in a small traditional liberal arts college in the Midwest region of the USA. The article introduces the concept “bi-directional scaffolding”, and some of the topics discussed are the motivation for establishing the new program, the choice of curriculum, and the process used to involve diverse Faculty. Additionally, the results of an opinion survey distributed among Heritage Spanish speakers are presented, in which their career expectations and current perceptions of their life at this college have provided a much more accurate framework to design the new minor. Conclusions include a reflection on programmatic solutions for the needs of Hispanic students in our institution. The article proposes an inter-institutional dialogue regarding program standards and curricular schemes for Heritage Spanish students nationwide.

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