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ment and or enhance their institutional missions
(National Center for Education Statistics, 1999
and 2003; Noble, 2001). While this may be an
important new educational opportunity, it is also
a potential revenue stream and helps maximize
overall institutional cost effectiveness, despite
increased faculty time in developing appropriate
learning objects with the adopted technology
(Levitch & Milheim, 2003; National Education As-
sociation, 2000). Some faculty may be unwilling
to bear the extra workload without proper training
in the use of the technology and online pedagogy,
coursework planning, copyright administration,
presentation and questioning skills, team-building
and the ability to design and use visual learning
aids in a team-building or collaborative environ-
ment (Cyrs, 1997). Training can add to the overall
cost and time needed to incorporate distance
education into a program (Meyer, 2005) yet is
vital to the process (Institute for Higher Educa-
tion Policy, 2000).
A growing number of colleges, including open
enrollment colleges, are examining “hybrid” or
“blended” teaching models wherein some in-
person meetings are replaced with virtual sessions
(Bunker Hill Community College, n.d.; College
of DuPage, 2004; Diablo Valley College, 2003;
Duruz, 2006; Front Range Community College,
n.d.; Garnham & Kaleta, 2002; Hallett, 2004).
Typically, blended learning refers to a combina-
tion of classroom-based training with self-paced
e-learning. Kruse (2004) pointed out that blended
learning became a buzzword in 2001 or 2002, and
it is estimated that 80- to 90-percent of classes
could benefit from such mixed modalities (Young,
2002). In all cases of an online learning environ-
ment, the student remains the crucial member of
the extended educational family (Lescht & Shaik,
2003; Simonson et al., 2003). Administrators
can mandate the use of technology, faculty and
professional instructional designers can create
captivating learning objects, but if the students
are not comfortable with the platform, or with
distance-mediated instruction, any investment
could be viewed as a waste.
There are a great many opportunities and po-
tential benefits for technology-enhanced learning,
and even a long history of debate behind the con-
cept and value of distance-mediated instruction.
Institutions may measure cost effectiveness by
reviewing course completion rates and improved
student performance, which was supported by
findings in at least one instance (Twigg, 2003).
Ritchie (1996) identified student commitment as
an important factor and Kennedy (2001) developed
a measure of 'learner readiness', further noting that
technologically-savvy instructors may be more
likely to adopt online modalities and achieve better
learner outcomes. These two factors combined set
the tone for needs analysis, an integral part of the
implementation process (Baker, 2001; Barron &
Lyskana, 2001). At the institutional level, better
access may lead to higher persistence, which can
then be linked to improved overall operational
cost-effectiveness (Ruch, 2001).
Some institutions have had greater success with
online modalities than others. Given a propensity
for our current culture to embrace 'new' things,
and if one accepts the premise that 'newer is bet-
ter', then our learning environments will continue
to evolve and will incorporate technology with
greater frequency. Pressure to adopt the latest
and greatest new technology may come from
institutional leadership in an effort to remain
ahead of the rest, or to mitigate large capital ex-
penditures by replacing physical facilities with
one more virtual. Research faculty may wish
to explore the potential for technology as they
seek to uncover and evaluate new paradigms of
teaching and learning. Learners may clamor for
more flexible learning opportunities and increased
use of generationally relevant technology. In es-
sence, there are multiple constituencies pushing
for better and more cutting edge ways to deliver
information. The problems become evident as
we discover gaps in what we deliver, and what is
expected. As we move to incorporate technology,
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