University of North Carolina, Chapel Hill
Blended learning or hybrid learning used to be an innovative way of teaching; however, it has become more of the standard, and preferred by students, method of instruction delivery (Pomerantz & Brooks, 2017). The term blended came from online assignments and in-class, face-to-face instruction.
Blended learning has shifted to synchronous and asynchronous instruction with integration of digital solutions to accomplish learning outcomes.
According to the Pomerantz and Brooks 2017 ECAR Study of Undergraduate Students and Information Technology, 95 percent of undergraduate students own a laptop or a smartphone and 30 percent own a laptop, a smartphone, and a tablet. With the rise of students having access to a mobile technology it has become expected that instruction is more blended but faculty members often are not given the tools or training to help bridge this gap.
The 2017 Faculty and Information Technology study by Pomerantz and Brooks found that almost half of faculty disagreed or strongly disagreed that online learning helps students learn more effectively. Many faculty members have this belief despite the s