Embedded Files
Learning Outcome
Learning Outcome
Integrate online and face-to-face components effectively in a blended course following the basic principles of blended learning: learner control and motivation, which support each other.
Overview
Overview
In this section, you will be reminded of the relationship between learning objectives and assessments, the differences between practice exercises and assessments and how to structure a basic lesson. You will also be introduced to the first two important principles to follow when designing and teaching a blended course:
Blended courses should provide learner control.
Instructors of blended courses must be mindful of student motivation.
Before Class
Before Class
Watch video on Basic Principles of Blended Learning.
Read Five Principles of Blended Learning article.
Read the BlendKit Reader: Chapter 2: Blended Interaction.
Take formative comprehension quiz.
During Class
During Class
Complete the Reflect discussion for this chapter.
Start the Applying the Basic Principles of Blended Learning worksheet.
Discuss your selections on the Applying the Basic Principles of Blended Learning worksheet with your peers.
After Class
After Class
Finish the Applying the Basic Principles of Blended Learning worksheet.
Review content and resources from this chapter that you still find difficult and/or want to explore further.
Watch - Basic Principles of Blended Learning
Watch - Basic Principles of Blended Learning
Video Files
Video Files
Download Video (MP4, 32.5MB)
Download Transcript (DOCX, 475KB)
Download Subtitle (SRT, 7KB)
Video Summary
Video Summary
Engaging Students and Setting Objectives: Instructors should write observable learning objectives (e.g., write, analyze) and support them with practice exercises and assessments, which differ in that practice exercises provide feedback, while assessments measure performance with a score.
Blended Learning Structure and Principles: Effective blended lessons present a concept or task, provide real-life examples, and ask students to apply the knowledge. Principles guiding blended courses include learner control, motivation, learner reflection, social presence and motivation.
Learner Control and Motivation: Allowing students control over their learning pace and content choices enhances satisfaction and outcomes. Face-to-face meetings in blended courses help maintain motivation and course completion.
Read
Read
Five Principles of Blended Learning (DOCX, 474KB)
Applying the Basic Principles of Blended Learning (DOCX, 318KB)
Case Study - Embracing Blended Learning for Enhanced Student Outcomes - Optional
Supporting Learner Reflection - Optional
Student Motivation Survey - Optional
Do - Applying the Basic Principles of Blended Learning
Do - Applying the Basic Principles of Blended Learning
Choose an activity from each of the Learner Control and the Motivation sections to include in your course, being mindful of how to implement the activity in the in-person or online setting. You can add your own ideas. Write the actual instructions for the course and then how it contributes to the course and the blended learning principle.
Applying the Basic Principles of Blended Learning (DOCX, 318KB)
Assess
Assess
The following self-grading quiz is intended as a formative assessment.
Reflect
Reflect
You Choose
How much control do you think a student should have in terms of moving ahead in the content, taking chapters out of order, testing out of topics, etc.?
Respond in the Padlet below.
Resources
Resources
Practical Resources
BlendKit Reader: Chapter 4 Blended Content and Assignment - University of Central Florida
Virtual Learning Design and Delivery: Chapter 5 Blended Learning Design - Lumen Learning
Barrett, S. H. (2023). Assessment by design. Routledge.
Clark, R. C. (2019). Evidence-based training methods, 3rd Edition. ASTD Press.
Blended Learning Design Approaches - Special Topics in Teaching with Technology.
Research Articles
Griffiths, R., Chingos, M., Mulhern, C., & Spies, R. (2014). Interactive online learning on campus: Testing MOOCs and other platforms in hybrid formats in the University System of Maryland. ITHAKA.
King, S. E., & Arnold, K. C. (2012). Blended Learning Environments in Higher Education: A Case Study of How Professors Make It Happen. Mid-Western Educational Researcher, 25(1-2), 44–59.
Lim, C. L., Jalil, H.A., Ma'rof, A. M. & Saad, W. Z. (2020) Differences in self-regulated learning (SRL) and online learning satisfaction across academic disciplines: a study of a private university in Malaysia. International Journal of Learning and Teaching 6(2), 62-67.
Smith, K. & Hill, J. (2018) Defining the nature of blended learning through its depiction in current research. Higher Education Research & Development 38(2), 383-397.
Stein, J., & Graham, C. R. (2020). Essentials for blended learning: A standards-based guide, 2nd Edition. Routledge. http://public.eblib.com/choice/PublicFullRecord.aspx?p=6182043
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