teaching blended learning courses
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.
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.
The discussion board in Kathleen Lowney’s large blended (or hybrid) section of introduction to sociology at Valdosta State University wasn’t serving its intended purpose of engaging learners with the content and preparing them for face-to-face class sessions. She tried dividing the students into smaller discussion groups of 50 and then 20, and the results were the same: the weaker students waited until the last minute and essentially repeated what the better students had posted previously. When she replaced the public discussions with private journals, the quality of students’ posts improved, as did their grades.
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.
Adapting a course for the online learning environment doesn’t have to mean reinventing the wheel. Jill Schiefelbein shows you how to make the most of what you’re already doing and use technology to enhance student engagement and learning.
This blended learning video series provides a comprehensive approach to blended course design based on established pedagogical theory and shaped by real-world experience.