“Half Bricks and Half Clicks”: Is Blended Onsite and Online Teaching and Learning the Best of Both Worlds?

Blended learning, or combined onsite and online learning, is increasingly popular in higher education. This literature review investigated its effectiveness compared to traditional teaching and learning, concluding that with retention and achievement, blended learning is similar or slightly better; with interaction and satisfaction, blended teaching and learning are more effective. The allure of online learning is understandable given the realities of life in the new millennium. Students are packed into classrooms and on campuses meant to accommodate far fewer. Over 19 million students are expected in 2015 in degree-granting U.S. institutions of higher education, an increase of 2 million over current levels (U.S. Department of Education, 2003). Of the top 30 degree-granting postsecondary institutions with the highest enrollments, 6 are in Florida (U.S. Department of Education, 2006). Mid-career adults are returning to school; in 2014, over 3 million students age 35 and over are projected (U.S. Department of Education, 2003). Online learning is particularly attractive to these students, burdened with competing priorities of work, family, and school. For the 87% of students who commute to their schools (National Clearinghouse of Commuter Programs, 1999), the time in cars on crowded roads, the escalating cost of gas, and the burden of cars on the environment become a disincentive to drive to class. Even younger students, “digital natives” (Prensky, 2001, p. 1), make natural online learners; undergraduates average 15 hours weekly on the Internet; 90% access the Internet daily and have had over 8 years of experience with computers (Educause, 2003). Aside from demand for postsecondary education, online learning has grown in size and scope due to the convenience of learning on demand—needing little more than an Internet connection—along with more effective delivery methods (Gallagher & Newman, 2002). Online education transcends constraints of time, location, and travel, allowing for flexibility and control among instructors and learners. Businesses, corporate trainers, and the military have hitched themselves onto the online bandwagon. In a survey of adults, 74% confirmed interest in online courses due primarily to their reputation for convenience of self-paced learning (Epstein, 2006). Over half of the leaders in higher education rate online learning as essential in their long-term strategies; quality of online programs is perceived as equal to or better than onsite programs (Allen & Seaman, 2004). About 56% of postsecondary institutions offer online education to over 3 million students (U.S. Department of Education, 2006). An expected 40% per year increase in fully online students will result in billions in tuition revenues (Gallagher & Newman, 2002). But learning exclusively online has its drawbacks. The dropout rate of online learners exceeds the already high dropout rate of onsite learners. Of students who begin online courses, 50% do not finish due to lack of support and problems inherent in online learning (Jones, 2006). Successful online learners must exhibit elevated levels of independence and accountability; less successful online learners feel overwhelmed and isolated in self-directed courses (Howland & Moore, 2002). Credibility and legitimacy of online degrees are a concern (Epstein, 2006), as acceptance in the workplace of degrees earned online remains a goal. For-profit institutions work openly to separate themselves from the tag “digital diploma mills” (Noble, 1997, p. 1). A