In Blended Learning, the amount of classroom seat time is reduced and a portion of the instructional activities occur online. Blended course design requires faculty to carefully consider which classroom instruction and activities would be best suited for the face-to-face and online environments. Online learning tools are utilized to:
- create online instructional activities that elicit discussions prior to a class meeting
- extend a face-to-face classroom discussion to the online environment
- facilitate assignments
- facilitate assessments
- facilitate a student research project
- provide group areas for students to work on team projects
Blended Learning: Finding the Mix
If you are interested in developing and teaching a blended course, then we encourage you to participate in our Blended Learning: Finding the Mix workshop.
This workshop offers an introduction to the best practices of blended teaching and learning. Throughout the workshop, participants focus on blended learning strategies and developing abilities to successfully integrate online components of a course along with face-to-face components. Faculty are invited to engage in a two-week workshop designed to introduce blended learning techniques and to facilitate planning of a blended course or blended unit of instruction.
Getting Started with Blended Materials:
- Accountability Worksheet
- Blended Course Inventory
- Blended Course Design Tips
- Blended Unit Design Guide
- Activity Comparisons
Upcoming Blended Learning: Finding the Mix Offerings
Register on our Workshops & Events page.
*Please note that if your needs fall outside of the session schedules posted, you can contact Instructional Development directly at any time to discuss potential options.
Quality Blended Course Review Rubric
Based upon the Faculty Senate recommended “Best Practices in Web-Enhanced, Blended, and Online Teaching” guidelines, the Quality Blended Course Review Rubric can be utilized as a tool to assess how core best practices are being followed; to ensure an effective learning experience for students. The rubric is formative rather than evaluative. The overall goal is to engage in a collaborative conversation regarding a course site and to assist with ongoing revisions and improvements to the course design and execution.