THE SLOAN-C PILLARS AND BOUNDARY OBJECTS AS A FRAMEWORK FOR EVALUATING BLENDED LEARNING
THE SLOAN-C PILLARS AND BOUNDARY OBJECTS AS A FRAMEWORK FOR EVALUATING BLENDED LEARNING
复制标题
SLOAN-C 支柱和边界目标作为评估混合学习的框架
作者：
Mark A. Laumakis;Charles R. Graham;C. Dziuban
作者认为，混合式学习代表着一种边界对象；一种将来自不同背景的选民聚集在一起的结构，其中每一组对对象的定义略有不同。斯隆-C支柱(学习效率、可获得性、成本效益、学生满意度和教师满意度)为评估异步学习网络提供了基础，异步学习网络也同样适用于混合学习环境的评估。这两个支柱和一个简化的学习系统模型，侧重于输入、过程和输出，并为心理学入门课程的500名学生部分的混合学习设计和评估提供了一个案例研究的框架。这门课程的多方法评估结果表明，学习效率和学生满意度都很高。文章最后提出，混合式学习可能代表着一只黑天鹅，一种高度影响、不可预测和罕见的事件，突显了我们在任何领域(包括在线学习环境)可靠预测未来的能力的局限性。
The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide a foundation for the evaluation of asynchronous learning networks that works equally well for the evaluation of blended learning environments. The Pillars and a simplified model of a learning system, focus on inputs, processes, and outputs, and provide the framework for a case study of blended learning design and evaluation in a 500-student section of an Introductory Psychology course. Results of a multi-method evaluation of this course indicated very high levels of both learning effectiveness and student satisfaction. The article concludes with the suggestion that blended learning may represent a black swan, a high-impact, unpredicted, and rare event that highlights the limitations of our ability to reliably predict the future in any arena, including online learning environments.