An upper-division undergraduate polymer chemistry course was developed as a blended/hybrid course. The students met face-to-face once a week for 75 min with all other components being available online. Face-to-face meetings were used for class discussions/problem-based lectures, student presentations, hands-on activities, and examinations. Online…

Discussion of use of the World Wide Web for literary studies focuses on a course on contemporary Canadian literature offered at the University of Northern British Columbia. Highlights include weekly lectures, discussion forum, assignments, evaluations, Web courses versus other distributed learning media such as videoconferencing, and future…

We investigated variables that affect learning and satisfaction in Web-based and lecture versions of introductory psychology courses. Student characteristics, including year in college, college major, and personality characteristics, predicted performance equally well in Web-based and lecture courses. Differences among instructors predicted…

The discussion board feature that is included with most course management software packages is a potentially valuable tool to augment instructor-student interactions in science lecture courses and increase student motivation. However, many teachers seem to have been frustrated that students do not readily make use of this feature when it is added…

Can "Information Age" learners effectively multi-task in the classroom? Can synchronous classroom activities be designed around conceptually related tasks, to encourage deeper processing and greater learning of classroom content? This research was undertaken to begin to address these questions. In this study, we explored the use of…