Regular vs. online vs. blended: a qualitative description of the advantages of the electronic modes and a quantitative evaluation

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Tang, M., Byrne, R. & Lippitt, R. (2005). Regular vs. online vs. blended: a qualitative description of the advantages of the electronic modes and a quantitative evaluation. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 442-448). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21210.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005
E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
October 2005
ISBN 1-880094-57-6
  Griff Richards
AACE

More Information on ELEARN
Table of Contents

Authors

Michael Tang, Roxanne Byrne, Ronne Lippitt, University of Colorado at Denver and Health Sciences Center, United States

Abstract

This paper describes and evaluates an university engineering experimental project in which courses are delivered in three formats: regular, online and blended. In the description of the three formats we found that teaching in blended and online formats had distinct pedagogical, course development and project management advantages over teaching, developing and managing courses taught in the traditional classroom. In the quantitative part of this paper, we found that students appear to be more or equally satisfied with the blended and online modes of delivery than with the strictly regular classroom format. Many studies have been conducted evaluating online with regular courses. This may be the first that evaluates regular, online and blended courses using ANOVA techniques.

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