Lesson 1: Getting started with blended learning
Core elements of blended course design
Thoughtful integration of face-to face and online learning environments in blended learning tends to increase the quality of learning (Kastner, 2020). Intentional blending provides a variety of ways to interact with the course material and supports scaffolding content to better equip students to meet the learning outcomes. The type of a blend will depend on the pedagogical decisions of the instructor and discipline, purpose of the course, and learning outcomes.
It is important to utilize learning technologies and tools that align with the pedagogical needs of the course. TPACK (Technological Pedagogical Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition) and TIM (Technology Integration Matrix) are three frameworks that promote mindful use of technology in instruction. These frameworks may enhance student-centered learning in blended classrooms.
In a blended course, there are multiple opportunities for the learners to interact with the content, the instructor, and with each other. Some benefits of a blended course design for learners can include autonomy, flexibility, increased access, and enhanced memory and content retention (Joosten et. al., 2021). The way that you blend your course may differ based on the type of course, audience, and purpose.
Key considerations before blending your course
Consider how students will access and use the technology and why it is the tool to help them meet their learning goals. Integration of technology needs to be considered in terms of:
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Familiarity (of both the instructor and learners (or the effort required for its meaningful use)
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Immediacy (the need for real-time vs. delayed response)
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Bandwidth (the quality of Internet connection required for functionality)
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Support (technology-support, handling of data, and interaction controls)
Community building in blended classrooms can promote student engagement in both face-to-face and virtual settings. Consider:
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Collaborative technology platforms to create multiple means of engagement in the course and with peers
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D2L as the primary source for communicating with your students
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Teacher and social presence to provide opportunities for students to connect with you and their peers
Set up multiple areas within your blended course where you provide students with information about academic integrity. Some examples of integrating academic integrity into blended courses include:
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Providing a link to the University of Calgary statement on academic integrity
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Clearly stating citation and referencing requirements
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Setting up open lines of communication between the teaching team and students to respond to questions and challenges as they arise
Incorporating equity, diversity, and inclusion best practices in blended learning in higher education has the potential to:
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Increase access to high-quality education
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Promote inclusivity through multiple means of engagement with materials
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Foster equitable teaching and learning practices across modalities (Iowa State University, 2020).
Learning activities and assessment in blended learning
Learning activities in a blended course should provide the learners opportunities for deeper interactions with the course content in both modalities.
Reflective question: How can your existing learning activities and assessments be modified to maximize the learning potential in both online and face-to-face environments?
Modifiying and creating new learning activities and assessments can be enhanced by using the Universal Design for Learning (UDL) framework (Hall, Meyer & Rose, 2012). It was created to meet the diverse needs of learners, preventing, or mitigating obstacles to learning the students might face. UDL guides the design of course activities to provide multiple means of engagement, representation, and expression. Some examples of learning activities and assessments are provided in each blended learning model lesson.
Lesson checklist
- Recognize how blended learning can be applied to multiple teaching contexts
- Identify steps to start planning your blended learning course
References
Cleveland-Innes, M. & Wilton, D. (2018). Guide to Blended Learning. Commonwealth of Learning. http://oasis.col.org/bitstream/handle/11599/3095/2018_Cleveland-Innes-Wilton_Guide-to-Blended-Learning.pdf?sequence=1&isAllowed=y
Iowa State University. (2020). Equity and inclusion in the online learning environment. https://www.celt.iastate.edu/teaching/creating-an-inclusive-classroom/inclusion-online/
Joosten, T., Lee-McCarthy, K., Harness, L., & Paulus, R. (2020). Digital learning innovation trends. Every Learner Everywhere. https://www.everylearnereverywhere.org/resources/digital-learning-innovation-trends/
Joosten, T., Weber, N., Baker, M., Schletzbaum, A., & McGuire, A. (2021). Planning for a blended future: A research-driven guide for educators. Every Learner Everywhere. https://onlinelearningconsortium.org/tools/planning-for-a-blended-future/
Hall, T. E., Meyer, A., and Rose, D. H. (2012). Universal design for learning in the classroom: practical applications. The Guilford Press.
Kastner, J. E. (2020). Blended learning: moving beyond the thread quality of blended learning and instructor experiences. Journal of Educators Online, 17 (2). Retrieved from https://files.eric.ed.gov/fulltext/EJ1268896.pdf
More lessons
Lesson 2: Blended face-to-face-model
Lesson 3: Blended online model
