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In a time of flat enrollments in traditional higher education, online learning is booming. This article describes how one university evolved its programs to be on the forefront of the fastest-growing segment of online programs, hybrid learning. With a relatively minor investment in infrastructure, classes are delivered simultaneously to students on campus and on the web. The approach is unique in online learning and has generated high student satisfaction and retention. Asynchronous technologies allow in-depth focused studying while synchronous tools (including webcams) engage both on-campus and online students in real-time class discussions. This article also provides a survey of some of the more popular tools used in online learning.
INTRODUCTION
Higher education institutions have embraced online education. The number of students enrolled in distance programs is rapidly rising in colleges and universities throughout the United States. A 2012 survey of higher education in the United States (Allen & Seaman, 2013) reported that in the fall of 2011 total student population declined from the year before by .1%, and yet online enrollments increased by 9.3%; more than 6.7 million students were enrolled in at least one online course in fall 2011 ; and over 32% of all students take one or more courses online. Allen and Seaman also noted that online education is an important long-term strategy for the majority of postsecondary institutions.
An important dimension of distance education is interactivity among instructors and students. In using the Internet where instructors and learners are not physically present, computers are the commonly accepted tools to satisfy the need for interactivity. There are two types of delivery platforms available for Internet based distance education: synchronous (real-time) and asynchronous (delayed time) communications. Consequently, two schools of thought have developed concerning which type is more beneficial.
Students choosing asynchronous communication have the convenience of participating in discussions when they want, though interaction and feedback are delayed. Asynchronous learning allows participants more time for indepth analysis and thoughtful reflection, while synchronous approaches provide real-time engagement in discussions more similar to a traditional classroom. In a study comparing the discussions of graduate students in both asynchronous and synchronous formats, Levin, Ye, and Robbins (2006) found that student discussions in synchronous settings showed greater levels of critical reflection than those in...