Proponents of hybrid learning proclaim it to be an effective and efficient way of expanding course content that supports in-depth delivery and analysis of knowledge (Young, 2002) and increases students satisfaction (Campos & Harasim, 1999; Dziuban & Moskal, 2001; Rivera, McAlister, & Rice, 2002; Wu & Hiltz, 2004). In the years to come, hybrid learning is poised to cause a paradigm shift in higher education (Allen & Seaman, 2003; Lorenzetti, 2005; Young, 2002). Graham B. Spanier, president of Pennsylvania State University, was quoted in Young (2002) as saying that hybrid learning presents “the single-greatest unrecognized trend in higher education today.” This benefits of online and hybrid learning have been recognized by the State of Maryland. In a move to stimulate the use of alternative delivery methods, the regents of the University System of Maryland instituted a policy in 2005 that all students take on average 12 of their credits through out-of-classroom experiences and other nontraditional means. Included in the regents' definition of out-of-classroom experiences are e-learning, internships, student teaching, and a host of other activities. Diana G. Oblinger, vice president of Educause, was cited in Lorenzetti (2005) as saying that the Maryland system is recognizing that some online learning is an enhancement to students’ higher-education learning experiences even when those students are full-time on-campus residents. She asserted that the Maryland initiative indicates, and will result in, tangible growth in the hybrid learning model. This paper presents the findings of a study that examined student perceptions of hybrid business courses at a historically black university that operates within the University System of Maryland. Founded in 1886, the University of Maryland Eastern Shore (UMES) is a historically black, 1890 land grant institution and a member of the thirteen-campus University System of the State of Maryland.

Assessment of student learning outcomes plays an important role in educational effectiveness, improvement, and sustainability that is increasingly being recognized and required by accrediting bodies (Buzzetto-More, 2006;Haken, 2006). A form of performance-based assessment that is growing in popularity and is heralded for its purposeful, dynamic, and integrated nature is the portfolio (Cooper, 1999; ePort, 2003;Paulson, Paulson, & Meyer, 1991).Electronic portfolios encourage students to engage in self reflection by providing a broad range of means for expressing the total learning experience as linked to standards and learning outcomes (AAHE, 2001; Barett, 2004; ePort, 2003;Martell & Calderon, 2005;Popper, 2005). They are an effective form of assessment that encourages students and educators to examine skills that may not be otherwise accessed using traditional means such as higher order thinking, communications, and collaborative abilities (Buzzetto-More, 2006;Wright, 2004).Electronic portfolios can be created using tools ranging from off-the-shelf generic software applications to widely available systems. This paper will focus on the latter by investigating the eight most widely available systems and by providing a detailed examination of their platform features. A matrix has been provided that offers a side-by-side comparison of the platforms by a variety of features that include:

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In a world of expanding information and technological resources, there is increasingly a need for a citizenry that is able to access and use information and technology effectively (American Library Association, 2000). An information and technologically literate person should have access to, and be able to use, a host of available resources that include libraries, databases, and the internet in order to retrieve, evaluate, and use information effectively (Weil, 2006). This paper reports the findings of a study conducted at two Historically Black Universities that examined technology ownership and usage, as well as, the information acquisition habits of freshmen.

As more and more colleges and universities offer courses designed in the e-leaming format, quality of instruction and student performance are becoming, progressively more, issues that need to be addressed. This study is an attempt to add to the literature on student performance in traditional and e-learning environments as well as exploring student-centered and learner-centered as an instructional strategy. A causal-comparative design was chosen for this study to examine the effects of instructional strategies on student performance in two upper-level core business courses developed in both traditional and e-learning formats. The study spanned 3 years, beginning fall 2004 through spring 2007 and participants included 293 declared business majors who were enrolled in various sections of Organizational Behavior and International Management courses during the study period. Data analyses revealed non significant differences in student performance based on delivery method and course. However, quite the reverse was found when examining student performance against instructional strategies.