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Formative Assessment: The Secret Sauce of Blended Success

A few weeks ago, a colleague emailed me about some trouble she was having with her first attempt at blended instruction. She had created some videos to pre-teach a concept, incorporated some active learning strategies into her face-to-face class to build on the video, and assigned an online quiz so she could assess what the students had learned. After grading the quizzes, however, she found that many of the students struggled with the concept. “Maybe,” she wondered, “blended instruction won’t work with my content area.”


Blended and Flipped: Exploring New Models for Effective Teaching & Learning

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.


Recent Seminars


10 Ways to Improve Blended Learning Course Design in 2014

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: Integrating Online and Face-to-Face Courses

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.


Survey Confirms Growth of the Flipped Classroom

A survey conducted by the Center for Digital Education and Sonic Foundry found that 29 percent of faculty are currently using the flipped classroom model of instruction, with another 27 percent saying they plan to use it within the next 12 months.


The Process Approach to Online and Blended Learning

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.”


Designing Blended Courses the ADDIE Way

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.


Ten Strategies to Improve Blended Course Design

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.


Course Redesign Finds Right Blend of Content Delivery and Active Learning

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.


A Model for Teaching Large Blended Classes

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

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