ABSTRACT
We synthesized the results of four studies conducted at the same university examining different aspects of student learning and perceptions in blended courses. Although no single blended design was found to be effective across all subject areas for all students, several design trends emerged: (a) courses with 36% to 50% online appear to best support student performance, preferences and engagement; (b) higher-achieving students prefer blended courses and are more engaged than lower-performing students; (c) in large-enrollment blended courses with tutorial sessions, students prefer and perceive they perform best when lectures are online and tutorials in class; and (d) when institutional resources are limited for blended learning redesign initiatives, focusing on STEM courses will likely be more fruitful as performance in these courses tends to be higher than in non-STEM courses.
