Advances in Physiology Education
Open access journal with a number of articles on active learning, blended learning, problem based learning, etc. (My sister-in-law is the copy editor.)
Meta-Analysis Shows Online Learning Better, Blended Even Better
According to a meta-analysis by the US Department of Education, face-to-face courses are less effective than online and blended learning. They caution against viewing this as simply a matter of the medium though. It's the changes in what online and blended learning allow (like opportunities for collaboration) that are likely making the difference.
Direct link to PDF: http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
The meta-analysis findings do not support simply putting an existing course online, but they do support redesigning instruction to incorporate additional learning opportunities online.
Quality Matters
Introductory Course Makeovers
<p>The models stress online assessment that provides immediate feedback to instructors. Administrators can monitor tests given to students before the course redesign and after to measure their subject knowledge.</p>
<p>The idea, says Carol A. Twigg, president and chief executive of NCAT, is to structure courses so that both student and instructor time is best used.</p>
NCAT has identified several
<a href="http://www.center.rpi.edu/PlanRes/R2R_ModCrsRed.htm" target="_blank">redesign models</a>, all of which adhere to the principle that students need more than just traditional lectures.