Skip to content. | Skip to navigation

  • Home
  • Archive
  • 6. Issue
  • Performance of Blended Learning in University Teaching: Determinants and Challenges
Document Actions

Citation and metadata

Recommended citation

Steffens, D., Reiss, M. (2010). Performance of Blended Learning in University Teaching: Determinants and Challenges. eleed, Iss. 6. (urn:nbn:de:0009-5-26270)

Download Citation

Endnote

%0 Journal Article
%T Performance of Blended Learning in University Teaching: Determinants and Challenges
%A Steffens, Dirk
%A Reiss, Michael
%J eleed
%D 2010
%V 6
%N 1
%@ 1860-7470
%F steffens2010
%X Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning.
%L 370
%K blended learning
%K e-learning
%K higher education
%K university teaching
%K integration of blended learning
%K performance of blended learning
%K hybrid concepts
%U http://nbn-resolving.de/urn:nbn:de:0009-5-26270

Download

Bibtex

@Article{steffens2010,
  author = 	"Steffens, Dirk
		and Reiss, Michael",
  title = 	"Performance of Blended Learning in University Teaching: Determinants and Challenges",
  journal = 	"eleed",
  year = 	"2010",
  volume = 	"6",
  number = 	"1",
  keywords = 	"blended learning; e-learning; higher education; university teaching; integration of blended learning; performance of blended learning; hybrid concepts",
  abstract = 	"Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey ``Blended Learning@University'' conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-26270"
}

Download

RIS

TY  - JOUR
AU  - Steffens, Dirk
AU  - Reiss, Michael
PY  - 2010
DA  - 2010//
TI  - Performance of Blended Learning in University Teaching: Determinants and Challenges
JO  - eleed
VL  - 6
IS  - 1
KW  - blended learning
KW  - e-learning
KW  - higher education
KW  - university teaching
KW  - integration of blended learning
KW  - performance of blended learning
KW  - hybrid concepts
AB  - Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-26270
ID  - steffens2010
ER  - 
Download

Wordbib

<?xml version="1.0" encoding="UTF-8"?>
<b:Sources SelectedStyle="" xmlns:b="http://schemas.openxmlformats.org/officeDocument/2006/bibliography"  xmlns="http://schemas.openxmlformats.org/officeDocument/2006/bibliography" >
<b:Source>
<b:Tag>steffens2010</b:Tag>
<b:SourceType>ArticleInAPeriodical</b:SourceType>
<b:Year>2010</b:Year>
<b:PeriodicalTitle>eleed</b:PeriodicalTitle>
<b:Volume>6</b:Volume>
<b:Issue>1</b:Issue>
<b:Url>http://nbn-resolving.de/urn:nbn:de:0009-5-26270</b:Url>
<b:Author>
<b:Author><b:NameList>
<b:Person><b:Last>Steffens</b:Last><b:First>Dirk</b:First></b:Person>
<b:Person><b:Last>Reiss</b:Last><b:First>Michael</b:First></b:Person>
</b:NameList></b:Author>
</b:Author>
<b:Title>Performance of Blended Learning in University Teaching: Determinants and Challenges</b:Title>
<b:Comments>Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning.</b:Comments>
</b:Source>
</b:Sources>
Download

ISI

PT Journal
AU Steffens, D
   Reiss, M
TI Performance of Blended Learning in University Teaching: Determinants and Challenges
SO eleed
PY 2010
VL 6
IS 1
DE blended learning; e-learning; higher education; university teaching; integration of blended learning; performance of blended learning; hybrid concepts
AB Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning.
ER

Download

Mods

<mods>
  <titleInfo>
    <title>Performance of Blended Learning in University Teaching: Determinants and Challenges</title>
  </titleInfo>
  <name type="personal">
    <namePart type="family">Steffens</namePart>
    <namePart type="given">Dirk</namePart>
  </name>
  <name type="personal">
    <namePart type="family">Reiss</namePart>
    <namePart type="given">Michael</namePart>
  </name>
  <abstract>Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning.</abstract>
  <subject>
    <topic>blended learning</topic>
    <topic>e-learning</topic>
    <topic>higher education</topic>
    <topic>university teaching</topic>
    <topic>integration of blended learning</topic>
    <topic>performance of blended learning</topic>
    <topic>hybrid concepts</topic>
  </subject>
  <classification authority="ddc">370</classification>
  <relatedItem type="host">
    <genre authority="marcgt">periodical</genre>
    <genre>academic journal</genre>
    <titleInfo>
      <title>eleed</title>
    </titleInfo>
    <part>
      <detail type="volume">
        <number>6</number>
      </detail>
      <detail type="issue">
        <number>1</number>
      </detail>
      <date>2010</date>
    </part>
  </relatedItem>
  <identifier type="issn">1860-7470</identifier>
  <identifier type="urn">urn:nbn:de:0009-5-26270</identifier>
  <identifier type="uri">http://nbn-resolving.de/urn:nbn:de:0009-5-26270</identifier>
  <identifier type="citekey">steffens2010</identifier>
</mods>
Download

Full Metadata