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Abstract

Ausburn, L.J. (2004). Course design elements most valued by adult learners in blended online education environments: An American perspective. Educational Media International, 41(4), 327-337. The objective of this study was to identify course design elements most valued by adult learners in blended learning environments. These rankings were then compared to other sub-groups based on gender, pre-course technology, selfdirection skills and experiences and preferred learning strategies. Findings indicate that adults value course designs containing options, personalization, selfdirection, variety, and a learning community. Results also identify differences in learning emphasis by gender, preferred learning strategies, and previous experience with technology and self-directed learning. Aycock, A., Garnham, C., & Kaleta, R. (2002, March). Lessons learned from the hybrid course project. Teaching with Technology Today, 8(6). This article reports on the most significant observations from the Hybrid Course Project at the University of Wisconsin, providing “lessons learned ” about hybrid design and teaching for faculty interested in developing their own hybrid courses, faculty developers interested in helping instructors create hybrid courses, and academic administrators interested in supporting hybrid courses.