This article explores blended learning that improves faculty attention and student connection in distance education, suggesting effective solutions.
Despite technological and pedagogical improvements, obstacles continue in certain areas of distance education, including a lack of interaction among students and instructors and associated feelings of disconnectedness from the campus community. This article explores the study results of a blended learning, distance education graduate program designed to minimize some of these traditional challenges. Here, among a number of findings, results suggest that a blended learning model can improve perceptions of faculty attention and minimize rifts between on-campus and distance students in the same program.
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Schuhmann et al. (2009) studied this question.
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