According to an article from “Blended Learning ToolKit“, research indicates there is a difference between students in traditional and blended courses. Faculty teaching in blended courses report their students:
- Arrive in class better prepared (Bauer, 2001; Cameron, 2003),
- Write more effective and longer papers (Benbunan-Fich & Hiltz, 1999; Garnham & Kaleta, 2002; Murphy, 2002-2003; Spilka, 2002),
- Earn higher scores on exams (Garnham & Kaleta, 2002; O’Toole & Absalom, 2003),
- Create higher quality projects (Benbunan-Fich & Hiltz, 1999; Cameron, 2003; Garnham & Kaleta, 2002; McCray, 2000),
- Engage in deeper and more meaningful discussions of course content (Garnham & Kaleta, 2002; King, 2002; McCray, 2000; Murphy, 2002-2003)
- Demonstrate a better understanding and deeper exploration of concepts (Bauer, 2001; Cameron, 2003)
- Succeed at an equal or higher rate than students in traditional courses (Dziuban, Hartman, Moskal, Sorg, & Truman, 2004; Dzuiban, Hartman, Juge, Moskal, & Sorg, 2005; Dziuban, Hartman, & Moskal, 2004).