First, any medium is simply a way to deliver information, and one medium is not inherently better or worse than any other medium. Second, we need to better understand different media and the way people learn with different media to design effective studies. And, third, there are too many confounding variables in even the best media comparison study for the results to be valid and meaningful.
One of the most comprehensive summaries of research on online learning comes from the book Learning Online: What Research Tells Us about Whether, When and How.8 The authors identify nine dimensions, each of which has numerous options, highlighting the complexity of the design and decision-making process. The nine dimensions are modality, pacing, student-instructor ratio, pedagogy, instructor role online, student role online, online communication synchrony, role of online assessments, and source of feedback
Faculty members teaching blended and online courses have the same control and ownership of the substantive and intellectual content of their courses that faculty have with any other course. Faculty wishing to maintain control of their intellectual property as a result of extraordinary university support to change the content delivery modality must do so in writing prior to initiating a University contract as a special consultant. Extraordinary support does not include a stipend or reassigned time for creating a new, or converting face to face courses to, an online or blended modality. (Pending reconciliation of senate and university policy.)
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