An assessment of a blended learning model for information and geospatial literacy

Posted on January 19th, 2014

A study by the Higher Education Quality Council of Ontario on the impact of blended learning found that learners felt that the online components of their course positively influenced their overall understanding of the material. The study, which examined students in three first-year social science courses at McMaster University, found that 80 percent of students used the blended learning modules on a repeat basis–most often from their personal computers at their leisure. Instructors said that because students had learning materials in advance, in-class time could be better focused on interaction, assignments, and assessments, and students were less anxious in busy lab environments.