blended learning course design
Featuring six articles dedicated to blended learning and six articles on the flipped classroom, this free report provides an inside look at how faculty are using these approaches to reshape the college classroom.
The flexibility of blended courses allows teachers to redesign almost any course to best fit the needs of the learners. When it’s done right, a blended course offers flexibility and access (for both teacher and student) while enhancing the learning experience. Learn some of the most effective classroom-tested methods from someone who has been teaching blended courses for nearly a decade.
Online Seminar • Recorded on Tuesday, February 4th, 2014
Blended learning entails more than simply replacing class time with online course elements or supplementing an online course with face-to-face meetings. To be successful, the online and face-to-face modes need to be integrated by taking into account the learning objectives and the affordances of each mode and deliberately linking what occurs in each mode.
Nate Cottle, professor of human environmental sciences at the University of Central Oklahoma, uses the process approach to learning as delineated by William Horton (2006) in his online and blended courses. Cottle spoke to Online Classroom about using this model. “Learning isn’t something that has to be confined to the classroom, and so as I teach blended classes, I think the more I can involve the students in learning and the more contexts I can involve them in, the more they’re going to learn,” he said. “The idea is to get them to slowly digest the information in different ways and to engage in different activities so that by the time the course comes to an end, they can apply the knowledge they have learned. That’s the ultimate goal: to get them to be in a state where they can apply the knowledge.”
Blended learning does not simply involve shifting portions of face-to-face instruction online. Ultimately, a blended course will require reconceptualization of the entire learning process. That’s where ADDIE comes in.
The ADDIE method is an acronym that stands for analysis, design, development, implementation, and evaluation. It is a critically important tool for designing blended courses.
Blended instruction offers flexibility, accessibility, and a way to maximize the benefit of face-to-face interaction between instructor and student. However, a well-design blended course requires more than shifting components of a traditional course online. It takes deliberate and thoughtful planning and design. This whitepaper provides proven, practical advice for designing a blended course from the ground up.
Introductory courses are packed with content. Teachers struggle to get through it during class; students struggle to master it outside of class. Too often learning consists of memorizing material that’s used on the exam but not retained long after. Faculty know they should use more strategies that engage students, but those approaches take time and, in most courses, that’s in very short supply.
Blended courses, when executed skillfully, can create a better learning experience for students while also meeting the needs of the institution for scalability and academic rigor. This seminar goes beyond discussing theory and focuses on demonstrating how blending has worked in classroom settings, giving you the skills you need to adapt the blended learning model to your own courses.
Online Seminar • Recorded on Thursday, May 2nd, 2013
This seminar will provide you with greater confidence in making the move to blended learning classroom, as well as a clear understanding of the right way to approach it, the best practices for content delivery, and the most meaningful methods of assessment and improvement.
Online Seminar • Recorded on Wednesday, March 13th, 2013
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.