Lesson 2: Blended face-to-face model
Key considerations for blended face-to-face
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Online space
Activities can be used for independent study, group work, content review or class preparation including readings.
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For example, online discussion boards allow students to reflect, research, review other posts, and respond to a topic over time.
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Face-to-face space
Learner can gain valuable social connection and experience engaging with the content, peers, and instructor (Martin et al., 2020)
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For example, guest lectures, exam reviews and team projects provide opportunities for students to experience real-time engagement and feedback.
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Online space
Technology can be used to allow learners to interact with the content in new ways.
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For example, students can use the learning management system to participate asynchronously through discussion boards, connect with their peers, or upload assignment files.
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Face-to-face space
Technology can be used to supplement or expand on online learning activities.
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For example, learners can conduct project-based research online and then create their group project in-class incorporating the learning from their research to create a concept map that connects the concepts.
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Online space
Post information regarding academic integrity for students in your D2L course shells.
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For example, an academic integrity discussion thread could include information on where to seek academic integrity support or answer questions from students.
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Face-to-face space
Host an in-class discussion regarding academic integrity as it applies to individual or group work and assessments whether they take place face-to-face or online.
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For example, an academic integrity charter could be developed by the class and posted online.
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Online space
Design the course D2L shell with EDI in mind by including course materials that are accessible, inclusive, and span a variety of perspectives.
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For example, accessible design templates can assist a wide variety of learners to navigate the D2L course shell space.
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Face-to-face space
Provide opportunities for class discussions and projects that include a wide range of topics and viewpoints.
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For example, hold an in-class discussion on how to conduct and manage team projects that incorporate EDI principles and create a class team charter.
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Learning activities
Learning activities in a blended face-to-face design should provide learners with the independence and flexibility to begin a learning activity in one space and continue it in another. Align the learning space to best meet the learning objective while promoting student interactions.
Example: Use as an ice-breaker in class with deeper reflections taking place online.
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Face-to-face
Students bring an object or image to class in response to a topic.
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Online
Students post their reflections and responses in the discussion forum.
Example: Use as a team-building exercise and/or group assignment.
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Face-to-face
Students meet in groups to collaborate on a project.
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Online
Groups share their projects online and students respond in discussion forum.
Example: Use as a reflective activity prior to submitting an assignment.
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Face-to-face
Students select a portion of an essay they seek feedback on. In pairs, students review each other’s essay portions.
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Online
Students review their peer learnings and incorporate them in their assignment.
Types of assessments
A blended face-to-face model incorporates consideration of multiple forms of assessment. Face-to-face testing can focus on perspective-taking, argumentation, negotiating, curating, and collaborating skills while traditional assessments that highlight memory and retention skills can occur in the online space (Takacs et. al, 2020).
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In-class assessment
Quizzes and exams to be reviewed in class with group feedback.
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Online assessment
Quizzes and multiple-choice exams can be offered in an online format.
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In-class assessment
Creative assessments can be shared in class with peer engagement encouraged in the form of questions.
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Online assessment
Mindmaps, infographics, and simulations created and performed online.
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In-class assessment
Include peer reflection as part of an in-class assessment.
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Online assessment
[ePortfolio] Reflects academic achievements including evidence of learning and reflective thinking can be presented asynchronously through the learning management system in audio or visual format.
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In-class assessment
Group oral projects can be presented in-class.
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Online assessment
Oral assessments can be recorded and posted in the learning management system.
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In-class assessment
Projects can be showcased in-class allowing for immediate peer and instructor feedback.
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Online assessment
Projects submitted online provide opportunities for reflective comments from both the instructor and other students.
Lesson checklist
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Identify the core elements of blended face-to face design
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Determine key considerations for learning activities
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Distinguish types of assessments for blended face-to-face models
References
Bart, Mary. (November 21, 2011). Getting started with blended learning course design. https://www.facultyfocus.com/articles/blended-flipped-learning/getting-started-with-blended-learning-course-design
Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/active-learning
Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. https://www.aupress.ca/books/120279-assessment-strategies-for-online-learning/
Joosten, T., Weber, N., Baker, N., Schletzbaum, A., & McGuire, A. (2021). Planning for a blended future: A Research-driven guide for educators. [Report}. Every Learner Everywhere Network. https://www.everylearnereverywhere.org/resources
Martin, F., Polly, D. & Ritzhaupf, A. (2020, September 8). Bichronous online learning: Blending asynchronous and synchronous online learning. https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
Takacs, S., Zhang, J., Lee, H. (2020). Universal Design for Learning: Strategies for Blended and Online Learning. Centre for Teaching, Learning, and Innovation. Justice Institute of British Columbia. https://ctli.jibc.ca/wp-content/uploads/2020/10/Universal-Design-for-Learning_Strategies-for-Blended-and-Online-Learning.pdf
More lessons
Lesson 3: Blended online model
Lesson 4: Flipped model
