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Course design is keyÌý Ìý Ìý ÌýÌýÌýÌý

• Start by writing student-centred learning outcomes -- these can influence the environment of the content delivery and learning activities and how these are connected together and assessed (online or face-to-face).Ìý
• Align the learning outcomes, learning activities and assessments.ÌýCTE Teaching Tip: Course Design
• Create a course outline with a course schedule that clearly communicates when and where students will engage with content and learning activities. Blended learning requires the development ofÌýself-directed learningÌýand time management skills so students need to know what the expectations and deadlines are.ÌýCTE Teaching Tip: Creating Course Outlines

EmployÌý"thoughtful integration"

• Consider what you will do, and what your students will do. Blended courses are most effective when online and face-to-face activities are engaging and challenging and complement each other. Ìý
• Avoid the temptation of creating a course and half. Just adding online activities to a traditional course will increase the workload for students. Creating a blended course should be viewed as a complete redesign where the time and place of each component is carefully selected.ÌýCTE Teaching Tip: Aligning Outcomes, Assessments, and Instruction

Create a clear structure

• One structure that works well for blended courses includes four components: pre-work, a readiness activity, in-class, and post work:

  • Pre-work: this includes activitiesÌýstudents complete before the in-class session. These activities are typically online and may be required or optional.

  • Readiness activity: this may be a quiz, reflection, or other activityÌýto ensure students have completed the pre-work and are ready for class. These activities are typically required and may be graded or ungraded.Ìý

  • In-class: this includes theÌýin-person activities andÌýinstructional strategies.

  • Post-work: this includes work students complete following the in-class session to help them prepare for later assessments.

• You can use to support this structure, specifically see the Ìý

Choose instructional strategiesÌýand learning activities carefully

• Instructional strategies and learning activitiesÌýcontribute to the achievement ofÌýthe desired learning outcomes so they shouldÌýbe chosen to support the learning outcomes and engage learners.
• Student-student, student-instructor, and student-content interactions are all important componentsÌýin learning. Varied interactions and prompt feedback from both the instructor and peers can help keep students engaged both in the classroom and online.
• Active learning has been shown to be more effective forÌýpromoting deep understanding and retention of concepts. Instructional strategies such as flipping the classroomÌýcan help your students learn more effectively.ÌýCTE Teaching Tip: PlanningÌýa Flipped Class
• Discussions, laboratory work, field trips, group work, online activities and lectures -- theseÌýcan all be part of blended learning.

UseÌýlearning technologies

• Consider what is to be accomplished by using learning technologies in the classroom or online: for example, dissemination of course content, group work, peer assessment, question facilitation, fostering community. Additionally, choose a technology that fits your level of technical expertise and supports your objectives.
  • Educational Technology Hub: provides information on the centrally-supported educational technologies,Ìýfeatures and functionality, how to get started, and where to get support.

Support

If you would like support applying these tips to your own teaching, CTE staff members are here to help.Ìý View theÌýCTE SupportÌýpage to findÌýthe most relevant staff member to contact.Ìý

Resources

See the related CTE Teaching Tips:

• Developing Online Learning Activities for Blended Courses
• In-Class Activities and Assessment for the Flipped Classroom
• Online Activities and Assessment for the Flipped Classroom

References

• McGee, P. & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices.ÌýJournal of Asynchronous Learning Networks, 16(4), 7-22.

ÌýÌýlets others remix, tweak, and build upon our work non-commercially, as long as they credit us andÌýindicate if changes were made. Use this citation format:ÌýBest Practices for Designing Blended Courses.ÌýCentre for Teaching Excellence, University of À¶Ý®ÊÓƵ.