Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

We endorse the reviewer's comments regarding blended learning and the recommendations for follow-on research. Our intent, therefore, is to use the opportunity of this response to elaborate the answer to a rhetorical question presented by the reviewer and to suggest additional research. Fully Online versus Blended ProgramsThe reviewer asks: "Why would an institution run a strictly online distance program if the hybrid format is superior for both community and learning?" and then answers with the observation that "access" is key, as well as "rapid self-paced movement through modularized learning resources to refresh and develop just the needed competencies." We agree that the diverse locations of some students and/ or the purposes of some programs may not make blended learning feasible or desirable for all programs. However, a brief survey conducted by the authors of Internet promotional materials for online programs revealed that many institutions publicize convenience as the centerpiece of online distance programs, to include the use of the "no campus residency" claim as a marketing tool to attract more students. This promotional theme raises a significant criticism about distance education -some schools appear to emphasize convenience over quality. For example, one university's webpage included the following: "What makes [institution's name deleted] unique is that there are absolutely no campus residency or onsite requirements. All course work is done completely through the Internet with the guidance of faculty mentors, from the comfort and convenience of home or office. [Name deleted] is the first regionally accredited university in the country to make this type of learning environment available, particularly to those seeking doctoral degrees." That's it! No claims of a quality learning experience are made. Such language is seen as a reflection of the market-driven nature of distance education programs, in which schools are engaged in intense competition with each other. At issue is the extent to which marketing considerations are driving distance education course design.We believe that the major criterion for designing distance education programs should be related to learning, not marketing. We also feel distance education programs should include an appropriate face-to-face component, if feasible and educationally relevant, even if this component only entails an initial campus residency at the beginning of a relatively lengthy and academically challenging program. Most regionally accredited doctorates in the U.S. of which the authors are aware, require campus residencies. If a centralized residency at the school's campus is not feasible, use of multiple decentralized residencies at diverse locations conducted by school faculty should be considered.

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