International Journal of Web-Based Learning and Teaching Technologies, 8(1), 17-31, January-March 2013 17 Copyright © 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. ABSTRACT The history of education in many developing nations is a template of ineffectual and expensive instruction. Despite nearly half a century of higher education in the Pacifc, up to 50% of the teachers in many countries such as the Federated States of Micronesia and the Republic of the Marshall Islands still have no more than a high school education. Similar trends are found in Asia and Africa. Past experience in Oceania demonstrates that face-to-face university training has been neither scalable nor sustainable. This paper compares two educa- tional approaches—face-to-face and blended learning. The face-to-face, WorldTeach program in the Marshall Islands employed foreign volunteer teachers living on site to give local teachers a year’s leave for additional training. The blended chemistry course, which combined online and face-to-face learning, was delivered simultaneously to teacher candidates in Fiji, Vanuatu, and the Solomon Islands. The blended course utilized online instructors and tutors, and face-to-face tutors. This paper discusses the strengths and weaknesses of both case studies and recommends that nations consider blended learning as an approach to make education more accessible and affordable, especially in emerging nations. As brick-and-mortar campuses and instruc- tor travel become more expensive, blended learning becomes an increasingly attractive educational option. Increasing Access to Effective Education Across Oceania Robert Hogan, Walden University, Minneapolis, MN, USA Natalie Nimmer, Pacifc Relevance Consulting, Kaneohe, HI, USA Keywords: Access, Blended Learning, Chemistry, Culture, Developing Nations, Online Learning, Peace Corps, Professional Development, Teacher Training INTRODUCTION The global economy requires workers with improved work skills and college degrees. Baumann and Blythe (2008) and Christensen, Horn, Caldera, and Soares (2011) point out that accessible, affordable, quality education is not an option, but an essential ingredient of national economic and social security. The problem facing developed and emerging nations is educational cost. Increasingly, skilled jobs are unfilled due to a lack of university trained skilled workers. The Asian Development Bank (2009) pre- dicts the need for higher education will double over the next five years and triple in the coming decade. At the heart of this change is a growing need for multicultural, highly skilled workers who can function successfully in the global marketplace. Orleans (2010) urges informa- tion and communication technology training be integrated into the curricula of primary and DOI: 10.4018/jwltt.2013010102