Two oppositional perspectives bound the domain for research in blended learning. To make progress, the research community will need to investigate the success or failure of blended practices with much greater clarity.
Patsy D. Moskal is Director of the Digital Learning Impact Evalulation at the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF). Since 1996, she has served as the liaison for faculty research of distributed learning and teaching effectiveness at UCF. Patsy specializes in statistics, graphics, program evaluation, and applied data analysis. She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as an evaluation consultant to school districts, and industry and government organizations. She has also received funding from several government and industrial agencies including the National Science Foundation and the Alfred P. Sloan Foundation. In 2011, she was given the honor of being named an Online Learning Consortium (previously Sloan-Consortium) Fellow. She has co-authored numerous articles and chapters on blended and online learning and is a frequent presenter at conferences and to other researchers.
The University of Central Florida and Colorado Technical University partnered with Realizeit to explore how best to use an adaptive learning platform to increase student success. Their results were significant.
Adaptive learning is one technique for providing personalized learning, which aims to provide efficient, effective, and customized learning paths to engage each student. Adaptive learning systems use a data-driven approach to adjust the path and pace of learning, enabling the delivery of personalized learning at scale. Adaptive systems can support changes in the role of faculty, enable innovative teaching practices, and incorporate a variety of content formats to support students according to their learning needs.