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Blended learning, in the form of screencasts to be viewed online outside of class, was incorporated into three sections of an introductory sociology course in a liberal arts college setting. The screencasts were used to introduce concepts and theories to provide more time for discussion in class and more opportunity for students to review concepts and theories outside of class. Students’ use and their perceptions of the impact of the screencasts were assessed with an in-class survey instrument in addition to a web-based college-administered survey. Although it was not possible to measure the impact of blended learning on students’ academic performance and learning outcomes in this exploratory study, student responses indicated high use of the screencasts as well as the perception that the screencasts were helpful, contributed positively to performance on exams, and also led to more positive feelings about the course more generally. Overall, this provides an optimistic initial appraisal of the prospects for blended learning.