Chapter 5: Syllabi Development

Learning Outcome

Use the provided Blended Course Syllabus Template and Sample Blended Course Syllabus to create a detailed blended learning course, organizing content and learning activities for the online and in-person sessions.

In this unit, we will focus on how to create a detailed syllabus for blended courses. In particular, we will focus on the “online asynchronous” and “in-person” elements of a blended course. At the heart of a blended course syllabus is organizing what activities should be done online and what should be done in person. We provide you with a Blended Course Syllabus Template that you can use to create your own blended course syllabus. We have also included a Sample Blended Course Syllabus for your reference.

Watch video on Designing a Syllabus for a Blended Course and How to Use Syllabus Template.
Read Blended Course Syllabus Template and Sample Blended Course Syllabus.
Take formative comprehension quiz.

Review Sample Blended Course Syllabus and use the Blended Course Syllabus Template to start developing your own blended course syllabus.
Get feedback from your peers on your course syllabus.

Post a reflection on your experience crafting a blended course syllabus.
Review content and resources from this chapter that you still find difficult and/or want to explore futher.

Blended Course Structure: This video explains how to craft a blended course syllabus that leverages online asynchronous learning and in-person classroom experiences to enhance student engagement and learning. It stresses defining clear roles for online and in-person activities in each course unit.
Online Learning Components: Online components focus on foundational knowledge using activities like readings, recorded lectures, and quizzes to foster comprehension and engagement. These elements target lower-level cognitive skills such as remembering and understanding.
In-Person Learning Activities: In-person sessions are designed to utilize higher-level cognitive skills, with activities aimed at applying, analyzing, and creating. These include group work and hands-on projects to deepen understanding and enhance critical thinking, supported by various forms of in-class assessments.

Course Information and Learning Outcomes: Begin by filling out basic course details and defining clear, specific, and measurable student learning outcomes along with their assessment methods.
Planning Online and In-Person Sessions: Detail the content for each unit, specifying readings, lectures, quizzes, and activities for online sessions, and interactive, higher-level thinking activities for in-person sessions.
Creating a Cohesive Learning Journey: Duplicate and complete unit tables for each week, ensuring a progressive and cohesive learning experience. Review the syllabus for clarity and alignment with learning objectives.

Using the Blended Course Syllabus Template and Sample Blended Course Syllabus as reference guides, start brainstorming how you will create your own blended course syllabus. Please share your blended learning syllabus on the Padlet below.

The following self-grading quiz is intended as a formative assessment.

Share your experience crafting your blended learning syllabus.

Share an example of an online activity you have found successful.
Share a strategy you use to promote active learning and critical thinking during in-person sessions.
Share a challenge you faced while crafting your blended learning syllabus and how you overcame it.

Practical Resources

How to Construct a Syllabus - Indiana University, Center for Innovative Teaching and Learning
Syllabus (5 min) - Course Design for HE Instructors by Pat Reid
BlendKit Reader: Chapter 1 - University of Central Florida
Creating Course Document Drafts: Schedule, Syllabus, and Protocols - University of Central Florida
Virtual Learning Design and Delivery: Chapter 5 Blended Learning Design - Lumen Learning
How to Flip a Class - University of Texas, Austin

Research Articles

Habanek, D. V. (2005). An examination of the integrity of the syllabus, College Teaching, 53(2), 62-64. doi: 10.3200/CTCH.53.2.62-64
McGee, P., & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks, 16(4), 7–22.
Motameni, R., Rice, W., & LaRosa, P. (2015). Taking or not taking a class: Students’ perceived physiognomies associated with syllabi. International Journal of Marketing Studies, 7(1). 78-92.
Palmer, M. S., Bach, D. J. and Streifer, A. C. (2014), Measuring the Promise: A Learning-Focused Syllabus Rubric. To Improve the Academy, 33, 14–36. doi: 10.1002/tia2.20004
Sulic, G., & Keys, J. (2014). “Many students really do not yet know how to behave!”: The syllabus as a tool for socialization. Teaching Sociology, 42(2), 151-160. doi: 10.1177/0092055X13513243

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