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This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. We provide the motivation for the change and report initial results from a pilot study. More specifically, we compare student learning outcomes in the traditional and blended learning sections of the course and assess student satisfactiondblp:conf/amcis/NapierS09 fatcat:kuesvwe55zervdaiv2duiqjace