Figure 29. 4. Radar chart for Stony Brook courses.

Assessment

Dynamics

Independence

Communication

Content

Richness

education. In fact, at the University of Pretoria, we now have a number of courses that fall into this category of a Web-supported course. Of course, a Web-supported course is fast becoming the minimum requirement for all courses.

Other aspects related to this radar chart presentation are described by Engelbrecht and Harding (2005a, 2005b).

Conclusion

The radar presentation in this chapter presents a first attempt to visualize blended courses in undergraduate mathematics. Although the environment is fluid, the structures presented should be robust enough to accommodate un­foreseen changes and expansions. In addition, they could be employed in other subject areas. This visual representation could also be used as a positioning or comparison system for teachers designing their first Web course or others want­ing to evaluate the degree of blending of an existing course for comparison or possible expansion purposes.

With the sudden emergence of online learning, and, in particular, blended learning, online instructors are in dire need of frameworks and guides such as tiiis to be a check on course quality, efficiency, and professional reflection. At the University of Pretoria, this situation is especially acute, with tens of thousands of students learning in blended learning formats, with mathematics education being one of the key areas leading this growth.

Blended Learning in Undergraduate Mathematics at the University of Pretoria 413

There is no doubt that the use of the Web has enhanced the quality, flex­ibility, and accessibility of university courses. Further growth of blended learn­ing environments will depend on continued funding and support from top management.

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