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A Taxonomy To Define Courses That Mix Face-To-Face And Online Learning, Lauren Margulieux, W. Michael Mccracken, Richard Catrambone
A Taxonomy To Define Courses That Mix Face-To-Face And Online Learning, Lauren Margulieux, W. Michael Mccracken, Richard Catrambone
Learning Sciences Faculty Publications
The efficacy of courses that mix face-to-face and online instruction, such as blended, hybrid, flipped, and inverted courses, is contested in the literature. Some studies find that they improved learning outcomes and some do not. We argue that these unreliable results are due to inconsistent definitions of these courses. To address this problem, we propose the Mixed Instructional eXperience (MIX) taxonomy to define hybrid, blended, flipped, and inverted based on two dimensions. To test the usefulness of the taxonomy to organize the literature, we reclassified research using the taxonomy. The analysis of the literature after reclassification revealed themes that illuminate …
Mixing In-Class And Online Learning: Content Meta-Analysis Of Outcomes For Hybrid, Blended, And Flipped Courses, Lauren Margulieux
Mixing In-Class And Online Learning: Content Meta-Analysis Of Outcomes For Hybrid, Blended, And Flipped Courses, Lauren Margulieux
Learning Sciences Faculty Publications
Over the past 15 years, courses that mix face-to-face and online instructional methods, such as blended, hybrid, and flipped courses, have gained both supporters and skeptics in higher education. Studies that compare mixed courses to face-to-face or online courses have conflicting results: some find improved learning outcomes and some find no significant differences. We contend that these conflicting results are due to inconsistent or vague definitions of hybrid, blended, and flipped. To address this problem, we use the definitions from a recently proposed taxonomy to reclassify studies in the literature. After reclassification, analysis of this literature reveals two main themes …