August 24, 2012

Blended Learning Course Design Mistakes to Avoid

By: in Instructional Design

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Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality.

In an interview with Online Classroom, Veronica Diaz, associate director of the EDUCAUSE Learning Initiative, talked about how to avoid common mistakes in blended course design.

Blended Learning Course Design Mistake #1: Adopting an add-on model. Diaz recommends designing a blended course from scratch; however, a lack of time and resources often means that instructors will redesign existing courses. “Nine times out of 10 there are going to be pretty significant constraints, so you’re likely to do this on the fly, where you will put some things online as a supplement rather than truly having an online component that is integrated with your face-to-face component. That’s when the problems really start. You end up having what they call ‘a course-and-a-half,’ which is a lot more than either the faculty member or students bargained for,” Diaz says.

Blended Learning Course Design Mistake #2: Lack of coherence between online and face-to-face modes. The add-on model of blended course design can lead to a disconnect between the face-to-face and online modes within a blended course. When students do not see the connection between the two modes, they tend to participate less, Diaz says. When faced with constraints, instructors often “end up adding things with really little thought given to the relationship between the online and face-to-face components,” Diaz says.

Blended Learning Course Design Mistake #3: attempting direct conversion from one mode to the other. Those who are new to blended (or online) course design tend to convert content from the face-to-face classroom without taking into account the differences between the two modes. When instructors try to convert their face-to-face lectures to the online format, the lectures often are less effective. “They don’t translate well. They’re not effective for students. Students do not [view or listen to lectures], because who wants to sit there and listen? There are too many distractions,” Diaz says.

This is not to say that lecture capture, narrated PowerPoint, or other similar content is inappropriate. “I think short lectures that are very topically based are helpful…I think there are still a lot of folks out there who will record an entire lecture. That’s not translating, that’s just converting,” Diaz says.

Excerpted from “Recommendations for Blended Learning Course Design.” Online Classroom, (October 2011): 1, 3.

For more on blended course design, see Best Practices for Designing Successful Blended Courses, an online seminar presented by Veronica Diaz that’s now available on CD.

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Comments

Sobith | August 29, 2012

So true. The points presented here are the most common assumptions regarding an online or blended course design. There is also a big misconception that creating a course repository fulfills everything; but its just the beginning!

online course | August 30, 2012

this course help the designer to cover their mistake and ten avoid next time good course and helpful to many

Bob King | December 13, 2013

"a lack of time and resources often means that instructors will redesign existing courses." I appreciate the articles that appear in this forum. Often, however, they seem to be written by those who have forgotten the classroom teaching dynamic. The quote I pulled from the article above illustrates this. The author states the problem clearly, yet suggests no alternative in the time-constrained environment of most college teachers (esp. in TYCs– two-year colleges). I fear that she assumes we will just find it somehow.
Indeed, in many articles on blended learning, e.g. the "flipped" classroom, the lectures themselves take a great amount of time. In the article above, the author throws out the thought, "I think there are still a lot of folks out there who will record an entire lecture. That’s not translating, that’s just converting,” – Well, yes. And I agree that it is simply not acceptable to dump lectures on a site willy-nilly. Yet blithe comments (not by the author above) of "make it interesting," or "re-do those tired lectures" ignores the actual environment of teaching multiple sections. It is much easier to write exhortative articles than it is to teach every day. Without some hint at how to overcome the time (let alone tech savvy) deficit, these articles are, I must reluctantly conclude, "happy thoughts" in an echo chamber of like-minded staff and administrators.


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