Why Use a Blended or Hybrid Course Model?
Blended or Hybrid courses combine the face-to face classroom experience with tools typical of the online course experience. The blended or hybrid learning model has proven to be the most effective model for reaching the widest variety of students as well as teachers.
Because Blended courses are neither fully face-to-face nor fully on-line, they meet the needs of more students than either format would alone. Available tools include: Traditional lecture
Reading lectures, the textbook, and supplemental articles
Three Ways to Structure Your CoursePossible Components of Blended Courses:
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Online quizzes
Interactive online activities Class guides online Peer review online |
Drop boxes
Clickers Wikis Peer review face-to-face Prereading assignment |
MP-3 files
Links to online resources Chat rooms Narrated demonstrations Blackboard Collaborate |
Example Course Diagram:
Some Course Building Materials
Suggestions for items included in a Blended Course |
Ex. Broome CC Blended Course Proposal |
Strategies to Improve Blended Course Design |
Blended Course Design from Open SUNY
What is Blended Learning?
Blended Learning from windleh
Ten Ways to Improve Blended Course Design
Learner-Centered Teaching (Weimer)
Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson)
Adapted from Ike Shibley, Penn State Berks
- Start with learning goals
- Create opportunities for students to learn before class starts
- Create opportunities for students to rehearse after class ends
- Encourage collaboration: online and face-to-face
- Use multiple forms of communication
- Reconceptualize face-to-face time
- Utilize multiple types of online resources
- Employ both high- and low-stakes grading
- Seek assistance
- Stay organized
Learner-Centered Teaching (Weimer)
- The balance of power
- The function of content
- The role of the teacher
- The responsibility for learning
- The purpose and processes of valuation
Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson)
- Encourages contacts between students and faculty
- Develops reciprocity and cooperation among students
- Uses active learning techniques
- Gives prompt feedback
- Emphasizes time on task
- Communicates high expectations
- Respects diverse talents and ways of learning
Adapted from Ike Shibley, Penn State Berks