Blended Learning Designs: A Learning Science Perspective

Tuesday, February 15 | 4:00PM–5:00PM | IBR Center
Session Type: Professional Development
SRI's recent meta-analysis of the online learning research literature found that, on average, students in blended learning conditions have stronger learning outcomes than those receiving instruction through conventional face-to-face formats. The research does not support the conclusion that blended instruction is superior as a medium of instruction, however, because blended conditions often include additional learning time and instructional elements. A learning sciences perspective helps us make sense of these empirical findings and suggests promising avenues for further enhancements of blended learning designs.


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