Improving Learning and Reducing Costs: New Models for Online Learning

By C. Twigg. 2003

513 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2575afe7e1c01e0876670b4722a2ef69284eff69

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Citations in the corpus

Blended Learning in Higher Education: Three Different Design Approaches. (2014, background): “Although extensive academic research has proposed and discussed a number of blended learning design approaches (Boyle, Bradley, Chalk, Jones, & Pickard, 2003; Garrison & Vaughan, 2011; Hoic-Bozic, Mornar, & Boticki, 2009; Huang & Zhou, 2005; McCarthy, 2010; Newcombe, 2011), much less research has tr”
Issues and Challenges for Teaching Successful Online Courses in Higher Education (2017, methodology): “Aligned with principles of andra-gogy, course redesign strategies support the use of interactive learning in online settings with the use of multimedia tools (Twigg, 2003).”
Perspectives on Blended Learning in Higher Education (2007, background): “These strategies are outlined in Table 2 and they allowed the study institutions to reduce course costs by about 40% on average, with a range of 20 to 84% (Twigg, 2003a).”
Measuring up Online: The Relationship between Social Presence and Student Learning Satisfaction. (2006, background): “…and Cunningham, 1998), computer-mediated options range from email communication with students (Flinn, 1995; Folaron, 1995), to online course environments for posting course materials and facilitating discussions, and finally to totally asynchronous Internet-based course delivery (Twigg, 2003).”
Use of blended learning to enhance the student learning experience and engagement in property education (2012, unknown): “ Student satisfaction has also been reported to be higher in blended learning courses compared with purely face‐to‐face courses (Dziuban et al., 2006; Owston et al., 2006; Twigg, 2003a), and withdrawal levels have been shown to be lower (Dziuban et al., 2006; Twigg, 2003b; Wall and Ahmed, 2008).”
Emerging Practice and Research in Blended Learning (2012, background): “Some of the earliest models of higher education BL resulted from a study of 30 course redesign projects funded by the National Center for Academic Transformation and the PEW Charitable Trusts (Twigg, 2003).”
Blended Learning Environments (2005, background): “The Center for Academic Transformation (Twigg, 2003) developed the primary models for cost effectiveness in blended learning.”
Research focus and methodological choices in studies into students' experiences of blended learning in higher education (2007, background): “Researchers such as Twigg (2003), Bates (Bates, 2000; Bates & Poole, 2003) and Laurillard (2002) focus on improving the quality of student learning using holistic contexts; Twigg from a cost-effectiveness perspective at the level of courses, Bates from the perspective of managing technological…”
A Review of Cheating in Fully Asynchronous Online Courses: A Math or Fact-Based Course Perspective (2007, background): “One of the pioneer leaders in advancing this instructional modality, the Center for Academic Transformation, has been using a Pew funded research grant to demonstrate these cost savings (Twigg, 2003).”
Blended Course Design: A Synthesis of Best Practices (2012, background): “Examples include: Audio recordings [39, 68], brainstorming [39], document analysis [39] concept mapping [39], fieldwork [39], gaming [39], peer review (39, 48, 55], problem solving [33, 39, 43, 44, 46, 51, 59], listen, read, write, reflect [43, 46], self-testing exercises [20, 44, 51, 54], simulatio”