Core elements of blended face-to-face design
Consider the benefit of providing multiple ways for students to engage with course materials in the blended face-to-face model. Below are some examples of how to create multiple means of engagement, representation, and action and expression depending on the context, time constraints, resources, and learning spaces in your blended course.
For example, include opportunities for students to participate synchronously in class and then link that learning to asynchronous online activities (Brame, 2016).
In a blended face-to-face model, learning technologies are incorporated into both the online and face-to-face portions of the learning. Select technological tools that align the learning from inside to outside the classroom with course outcomes in mind.
For example, collaborative learning can begin in the face-to-face environment with whole group discussions after watching a video clip and then continue in the online learning space using technological tools that enhance collaborative and project-based skills.
In both the face-to-face and online settings, design and scaffold experiences for students in which they interact with the content, each other, and the instructor to achieve optional levels of engagement (Joosten et al., 2021).
For example, online discussions can occur over the learning management system and can continue face-to-face to demonstrate deeper understanding of the content.