Effects of blended learning on credit earning in an alternative education science classroom

Abstract

Using a variety of online resources, students were offered more opportunity to access school materials. By having all the materials in one easy-to-access spot, the students could work at a more personal pace and were given more time to make-up work or work ahead. The amount of credit earned was then measured and compared to each student's overall attendance and an attitude survey was administered. There was an overall positive trend in the amount of credit earned per student.