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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Analysis of Student Outcomes Confirms Success of Blended Learning Course

Mimi Duncan (University of Missouri- St. Louis, USA)
Kathleen Burns (University of Missouri - St. Louis, USA)
Session Information
July 8, 2014 - 3:30pm
Blended Models and Course Design
Areas of Special Interest: 
Innovative Blends
Major Emphasis of Presentation: 
Innovation and Experimentation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Information Session
Plaza Ballroom D
Session Duration: 
50 Minutes
Information Session 2
Virtual Session

Analysis of student learning outcomes in a redesigned blended learning setting leads to an "a-ha" moment when looking at next downstream course.

Extended Abstract

Between the Fall of 2009 and Fall 2012 an introductory Information Systems course, that enrolls approximately 600 students per year, went through a series of transformations from traditional face-to-face to completely on-line then to the current version of blended. The constant goal was to embed technology and practices that would keep the students at the center of learning.

During this process, data was tracked on the number of students who enrolled, completed, mastered the subject matter, and persisted to the next semester. Initially, we looked at the differences in student learning outcomes at a minimal level, but soon found some rich data to be mined. The data gave us thought-provoking information regarding learning outcomes in the initial course as well as the next course that students are required to take. Leveraging technology-supported course resources with a robust learning management system improved student learning outcomes in the introductory course, but our most compelling finding was that students who were in the blended course or the completely online course did significantly better as a group than the face to face students in the subsequent Information Systems class. This could be explained with the Constructivist theory of learning which states that students who are actively involved in the learning process retain more. In online and blended classrooms it is more likely that instructors act as facilitators providing students with a myriad of online resources to help them learn, therefore students must actively find the information and that is imperative for their learning.

Attendees will be presented with:

  • Lessons learned from redesigning a course
  • Initial reluctance to online delivery mode
    • Classroom interaction lost
    • Teaching technology using technology
  • Support from skilled, experienced online instructor
  • Room scheduling: updating process
  • Embedded Graduate Learning Assistants
    • Allow drop-in, informal Student Support labs
    • Provide grading support for lead instructor


Outcomes from the redesign:

  • Improved learning as measured by final exams
  • Pell eligible students benefits (46% of the study group):
  • Impact on performance on next downstream course
  • Improvement of overall completion rates
  • Cost savings


Instructors, administrators and instructional designers will all benefit from this session. The presentation will touch each area and will provide take-aways for all. A PowerPoint will be available for all attendees along with web links for some of the embedded course resources.

The results of the redesign and subsequent research give a unique perspective on the benefits of new models of course delivery. With experienced practitioners who have been with the process from the beginning and have the hands-on development proficiency, attendees will get factual lessons directly out of the classroom.

Lead Presenter

Mimi Duncan is a lecturer in Information Systems in the College of Business Administration at the University of Missouri St. Louis. She earned her MS in Information Systems from UMSL in 1995 and since 1996 has taught the introductory Information Systems class, which meets a general education requirement and is required of all business majors. Duncan was the team leader for the Course Redesign of the information systems course, which is now offered in hybrid form to ~300 students per semester. She has also been active on campus sharing her expertise in different course delivery modes as well as serving on campus-wide committees, most recently on the Assessment of Educational Outcomes and the Assurance of Learning in the College of Business. Her research interests include comparisons of teaching delivery modes and impact on student performance. Mimi has made several presentations based on her research, both on campus and at other venues.

Kathleen Burns is an Academic Director in the School of Professional and Continuing Education and an Affiliate Assistant Professor in the Division of Teaching and Learning at the University of Missouri-St. Louis. She earned her PhD in Teaching and Learning in 2003 with an emphasis in Educational Technology. Burns has been using online technologies to enhance learning in higher education since 2003 and has been offering courses completely online and hybrid since 2008. Burns’ area of research is in the field of educational technology. She has published and presented on the topic and developed courses in the area. For the past several years, she has taught a graduate level course for instructors, P-16, that focuses on using online technologies to enhance student learning. Burns has also assisted colleagues from many areas as they have developed their courses to incorporate online technologies and/or move to fully online formats. Her primary role in this project was as consultant during the course redesign of IS1800. uthor published a text on HTML that is used in her classes. Duncan is also the faculty liaison for the College of Business in the Advanced Credit Program.