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Pre-lab lectures have been replaced byÌýonline presentations of ocular examination procedures that students performÌýin the lab. Students prepare for the lab by completing online modulesÌýand are assessed on their level of preparedness through online quizzes.ÌýMany science courses are now usingÌýinstructional presentations and videos to prepare students for lab experiences. Instructor:ÌýMichelle Steenbakkers-Woolley​

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Flipping a Math course:ÌýMATH 136Ìý(Linear Algebra 1 for Honours Mathematics)

Students have access to all the course conceptsÌýthrough online modules that were developed forÌýthe fully online version of this course. They prepare for class by watchingÌýabout 30 minutes of course content before the start of each week and then come to class to work through a set of problems that address theÌýconcepts in the online videos. Students work at their own pace, conferring with their classmates and the course instructor as needed. The instructor notes that students ask more insightful questions when his course is taught this way and he ranks this as his most enjoyable teaching experiences to date. Instructor:ÌýPeter Wood.
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SupportingÌýproblem solving: PHARMÌý224 (Pharmokinetic Fundamentals)

Class time is reduced as students work independently on foundational course concepts and then work with the instructor on problem solvingÌýin a group tutorial. Students access online presentations, doÌýonlineÌýactivities, and receive problem-sets and assignments in the LEARN environment. Once a week there is either a 1.5 hour face-to-face tutorial where the instructor works through an assigned problem set and answers questions, or an hour long "Mighty Minutes" session whereÌýthe instructor works through difficult concepts. A Help Desk is availableÌýevery two weeks forÌýstudents seeking one-on-one help from theÌýinstructor. Instructor:ÌýAndrea Edginton

See alsoÌý"", an article in University Affairs featuring Andrea Edginton.Ìý

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Online drill and practice activities:ÌýGERÌý201Ìý(Intermediate German I)

In this course, in-class, active learning strategies are supplemented with online drill and practice tasks that are completed outside of class. Although these online modules focus mainly on rote memorization, they provide immediate feedback that enhances the students’ understanding of the material they will be later assessed on. Instructor:ÌýMat Schulze

See also thisÌýTeaching StoryÌýabout Mat Schulze.
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Enabling group work in class: PSYCHÌý340 (Training and Development)

Class time is used for hands-on, authentic group learning activities while foundational course concepts are presented online through recorded lectures (slides with narration).ÌýThe in-class learning activities helpÌýstudentsÌýpractice the actual development of training materials and teaching methods, and reinforce the foundational course concepts that students encounter in the online presentations. Students' understanding of course concepts is assessed through weekly online quizzes. Instructor:ÌýJohn Michela

See anÌýexample of John Michela'sÌýnarrated slides on the topic ofÌý"."

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Incorporating hands-on activities into class: GENEÌý121 (Digital Computation)

In this first year programming course given to Mechatronics and Mechanical engineering students, four hours of traditional lectures have been replaced with a series of short, online, mini-lectures that deliver the basic informationÌýneeded to code programs. The students’ comprehension of the mini-lectures is assessed in LEARN by online quizzes and class time is used for hands-on coding problems. Instructor: Carol Hulls

See also this Ìýin which Carol Hulls explains howÌýblended learning is achieved in this course.

Modules fromÌýthe fullyÌýonline version of this course are reused by integrating themÌýinto the on-campus offering of Rec 100. Re-using these online lectures has addressed some of the challenges related to teaching a large class of mostly first-year students such as: familiarizing the students with LEARN functionality and blended learning;Ìýhelping students learn to manage their timeÌýand workload; and givingÌýthe instructorÌýthe chance to strategically reduce class time at peak busy times of the term.Ìý StudentsÌýinteract with fiveÌýonline modules, engaging in readings and viewing lectures. The online modules prepare students for flipped classes that integrate activities that assess their knowledge. Instructor:ÌýZara Rafferty

See also thisÌýÌýin which Zara Rafferty explains howÌýblended learning is achieved in this course.

More CTE Teaching Stories about blended learning

• Pro[o]f Perfect: Steve Furino’s Quest for Teaching Excellence