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To Blend or Not To Blend: Online-only and Blended Learning Environments
Issues in Teacher Education
  • Rachel M. B. Collopy, University of Dayton
  • Jackie Marshall Arnold, University of Dayton
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Increasing curricular demands and the desire to provide meaningful, engaging instruction have pressed teacher educators to review and revise their programs. Many have viewed the assets of online learning as a potential solution to meet the seemingly ever increasing state- and accreditation-mandated course content and competencies. Universities have explored the inclusion of Web based courses for students for several decades. According to Martyn (2003), over 90% of higher education institutions use some type of electronically enhanced learning or “e-learning” option. These options vary between courses that are offered completely “online” to those that include a blend of differing amounts of face-to-face and online contact time. Research comparing student experiences with online-only and blended delivery has often concentrated on graduate students and nontraditional programs. However, the effectiveness of online and blended delivery depends on audience and subject matter (Saunders & Werner, 2002), suggesting that findings based on data from graduate and nontraditional programs may not hold true for undergraduate students in traditional teacher education programs. This study attempted to address this need in the literature by examining the work of undergraduate teacher candidates who participated in modules delivered in an online environment. Specifically, this study addresses students’ comfort and perceived competence while working in online and blended learning environments, as well as the function of teamwork in an online space.
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California Council on Teacher Education
Peer Reviewed
Citation Information
Rachel M. B. Collopy and Jackie Marshall Arnold. "To Blend or Not To Blend: Online-only and Blended Learning Environments" Issues in Teacher Education Vol. 18 Iss. 2 (2009)
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