The terms hybrid, blended, flipped, and inverted are inconsistently defined in the literature creating a barrier to efficient research on and implementations of these types of classes. This paper examines existing definitions of these new types of courses and uses those definitions to identify two dimensions critical to differentiating types of courses: how instruction is delivered to students and what type of instruction students receive. The paper then addresses how these dimensions were used to create a taxonomy that defines hybrid, blended, flipped, and inverted classrooms.

This study provides an empirical analysis of using online technologies and team problem solving sessions to shift an undergraduate fluid mechanics course from a traditional lecture format to a collaborative learning environment. Students were from three consecutive semesters of the same course taught by the same professor. Two treatment groups (Flipped, FlippedPlus) used different combinations of online technologies (Tegrity, WileyPlus, NetTexts).

In its American incarnation, accreditation exists because of a confluence of two otherwise unrelated historical trends. The first involved the massive outpouring of philanthropy to institutions of higher learning at the beginning of the 20th century. Shocked by the dismal state of university administration and accountability, industrialists like John D. Rockefeller and Andrew Carnegie demanded minimal standards as a condition for receiving grants and gifts. These were men of industry who were enamored with industrial management practices, including quality control and measurement.

There is a collapse of confidence under way in U.S. colleges and universities. It is a collapse that has been documented in what seems like a steady stream of recent reports and books, including my own. Amid the many dire warnings there is one bright thread: advances in information technology are often viewed as a pathway to rebuilding public confidence in higher education by reducing costs, expanding access, improving outcomes, and increasing financial transparency.

In recent years, states have implemented system-wide programs, including the University System of Georgia’s STEM Initiative, to enhance postsecondary science, technology, engineering, and mathematics (STEM) education. This paper presents the results of a review of the scholarly literature and a national Internet survey undertaken to develop a catalogue of state-level STEM enhancement programs, focused on program objectives, demographics, programmatic components, and outcomes.

If current economic, social, and technological trends continue, it is increasingly likely that the typical “University” of the future will not look like the present day institutional arrangement. This paper explores disruptive forces impacting the delivery of post secondary education and speculates on potential structure and impact on 21st Century Universities, focusing on approaches, partnerships, and technologies that will drive development of future venues for higher education.