blended learning, sloan-c pillars, boundary object, evaluation, student satisfaction, black swan
The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction provide a foundation for the evaluation of asynchronous learning networks that works equally well for the evaluation of blended learning environments. The Pillars and a simplified model of learning system, focus on inputs, processes, and outputs, and provide the framework for a case study of blended learning design and evaluation in a 500-student section of an Introductory Psychology course. Results of a multi-method evaluation of this course indicated very high levels of both learning effectiveness and student satisfaction. The article concludes with the suggestion that blended learning may represent a black swan, a high-impact, unpredicted, and rare even that highlights the limitations of our ability to reliably predict the future in any arena, including online learning environments.
Original Publication Citation
Laumakis, M., Graham, C.R., & Dziuban, C. (29) The Sloan pillars and boundary objects as a framework for evaluating lended learning. Journal of Asynchronous Learning Networks, 13(1), 75-87. http://sloanconsortium.org/jaln/v13n1/sloan-c-pillars-and-boundary-objects-framework-evaluating-blended-learning
BYU ScholarsArchive Citation
Graham, Charles R.; Laumakis, Mark; and Dziuban, Chuck, "The Sloan-C Pillars and Boundary Objects as a Framework for Evaluating Blended Learning" (2009). All Faculty Publications. 136.
The Sloan Consortium
David O. McKay School of Education
Instructional Psychology and Technology
© 2009 Sloan Consortium
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