1+Why+f2f->online?

For many faculty, administrators, and even faculty developers, it may be important to make the case for why faculty might consider redesigning a course to place an increased emphasis on online resources and activities, and why a department, college, and/or institution might want to be supportive.

The following resources may help.

http://www.highereducation.org/reports/pa_core/index.shtml Findings of the National Center for Academic Transformation's 5-year research on 30 large-course redesigns include:
 * Course Redesign Improves Learning and Reduces Cost **
 * Twenty-five of the 30 projects showed a significant increase in student learning. (The other five showed learning equivalent to traditional formats.)
 * Eighteen of the 24 projects measuring retention reported a decrease in drop-failure-withdrawal rates, and an increase in course-completion rates.
 * All reduced costs by 37% on average (ranging from 20% to 77%) and produced a collective annual savings of about $3 million.
 * Collectively the 30 courses enroll about 50,000 students annually.
 * Other positive outcomes included improved student attitudes to the subject matter and increased student and faculty satisfaction with the mode of instruction.

[|http://net.educause.edu/ir/library/pdf/ERB0407.pdf] This EDUCAUSE Center for Applied Research Research Bulletin reports on outcomes in blended learning courses at the University of Central Florida, one of the trailblazing institutions in terms of the introduction, design, and evaluation of blended learning, spearheaded by Chuck Dziuban. Data on student learning, attrition, and faculty satisfaction are presented.
 * ECAR Research Bulletin: Blended Learning**

http://sloan-c.org/publications/books/dprm_sm.pdf This 2-page document addresses five "pillars of quality" for online education: student satisfaction, faculty satisfaction, learning effectiveness, cost effectiveness & institutional commitment, and access. "The five pillars of quality summarize the ideals of online education in a quick, holistic view of continuous quality improvement."
 * Sloan-C Pillar Reference Manual**

http://www.sloan-c.org/publications/books/alnprinciples2.pdf This Sloan Consortium publication highlights ways in which combining online and face-to-face activities provide the opportunity for improved student learning. The authors highlight relevant research findings and the practical implications of these findings for administrators, learners, teachers, student services, and information technology.
 * ALN Principles for Blended Environments: A Collaboration**

http://www.educause.edu/ir/library/pdf/EQM0712.pdf The experiences of Lehigh University with the offering of online courses are reviewed in this article. The authors highlight how the use of technology in online courses prompted faculty members to change their approaches to pedagogy. Project data and outcomes are presented.
 * The Clipper Project: Discovering What Online Courses Offer Residential Universities**