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Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge, and Daniel W. Jones

higher education is largely in response to the movement to increase online distance education for revenue generation ( Legon & Garrett, 2017 ). However, blended learning is identified as “perhaps the most successful approach to integrating technology into pedagogy,” as pedagogical strategies are

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Luciana De Martin Silva and John W. Francis

attempts to first, explore the challenges and successes faced by deaf international futsal players when using a collaborative blended learning (CBL) approach (i.e., online and face-to-face group activities) in preparation for a major competition. Second, the article aims to provide a discussion of key

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Jaye K. Luke and Joanna L. Morrissey

Many universities have limited resources yet aim to provide worthy learning opportunities to their students. This goal can be met through the offering of alternative delivery methods and service learning. Alternative delivery methods have evolved as technology has advanced. This paper addresses the benefits of blended learning for students, faculty, and universities. Through an institutional grant emphasizing innovative teaching strategies, the authors explain how a kinesiology course that includes service learning was transformed from a face-to-face class to a blended learning environment. Two flagship assignments are explained and comments from students are shared.

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Lukas Stenzel, Melissa Röcken, Simon Borgmann, and Oliver Stoll

). For example, Baumel, Muench, Edan, and Kane ( 2019 ) reported approximately 4% of daily active users (open rate) for mindfulness apps. A way to increase user engagement with mental health apps can be blended learning or blended interventions ( Tighe et al., 2017 ; Torous et al., 2018 ). Blended

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Chad M. Killian, Amelia Mays Woods, Kim C. Graber, and Thomas J. Templin

videos and assessments designed to help students learn personal fitness-related content. The iPE online curriculum is intended to be implemented concurrently with regular in-class PE curricula through the use of a blended learning approach. This approach allows teachers to determine the method and extent

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Peter F. Bodary and M. Melissa Gross

successes and challenges that we met in the process. The first strategy incorporates a blended-learning approach in two different senior-level elective courses offered to our preprofessional undergraduate students. We discuss the methods we used for designing these courses and the lessons learned during

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Chad M. Killian and Amelia Mays Woods

; Schultz et al., 2014 ). Those students suggested that a blended learning approach would be more helpful, whereby online content would introduce basic content and the more complex content would be covered in class so that individuals could ask questions in real time ( Schultz et al., 2014 ). These issues

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Christoph Kittler, Lukas Stenzel, Darko Jekauc, and Oliver Stoll

 al., 2021 ; Stenzel et al., 2020 ). Interventions, which combine digital and online media with traditional face-to-face methods like workshops are called blended learning or blended interventions ( Friesen, 2012 ; Villani et al., 2017 ). Blended interventions might improve the motivation, mood, and

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Jeff Stewart and Vivian H. Wright

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Todd A. Gilson and Jinhong Jung

The present state of higher education is in a period of transition as alternative forms of content dissemination via blended learning and exclusively online class models continue to expand. In addition, traditional universities face increased pressure to deliver content “on-demand” for the learner from an increasing number of nonprofit and for-profit organizations. In this article, key principles for creating and distributing content for online education are discussed. Furthermore, solutions used by the authors in their own teaching are shared as an additional resource for the reader. Finally, the benefits and drawbacks of two widely known software platforms are explored as they relate to the functionality of delivering content online to students.