Authors: Bea Clark
This literature review is part of a project designed to provide Ontario’s 24 colleges of applied arts and technology with the resources to offer “blended delivery” of adult upgrading (AU) and literacy and basic skills (LBS) programs in an efficient and effective manner. Also known as hybrid delivery, blended delivery refers to courses that combine face-to-face classroom instruction with online learning, with the goal of maximizing both student learning and physical resources.
The author notes that research about blended delivery is not plentiful, given that it is a relatively new concept. However, the literature clearly shows that students are satisfied with blended delivery courses and do as well as or better than they do in face-to-face and fully online courses.
Blended delivery is particularly appealing to adult students because it can be more flexible and convenient, and may reduce such expenses as parking and travel.
The author also points out that training for faculty and technical support for both faculty and students are critical to the successful implementation of blended delivery.