Lesson 3: Blended online model
Four key considerations for learning activities
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Online space
Online learning should focus on applied learning activities and interactions.
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For example, assign readings, videos and OERs for learner-content interaction; personalize feedback for learner-learner interaction and post discussion board topics for learner-learner engagement.
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Face-to-face space
Can be used for practical application of online learning.
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For example, tutorials, guest seminars, and labs can take place face-to-face to scaffold the online learning.
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Online space
Technology can be chosen based on the learning activity.
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For example, the learning management system can be used for independent self-study or certain assessments such as multiple-choice quizzes.
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Face-to-face space
Collaborative learning technologies can be used to complete projects or share ideas
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For example, UCalgary supported learning technology tools can enhance an in-class learning experience by providing immediate comprehension checks during class.
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Online space
Academic integrity should be highlighted as an online learning best practice.
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For example, expand students’ knowledge in this area with an academic integrity acknowledgement statement that each student must read and accept.
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Face-to-face space
Begin the discussion regarding academic integrity in-class to confirm understanding.
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For example, learners could take part in academic integrity scenario discussions during class to gain a deeper understanding of what is acceptable and non-acceptable conduct.
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Online space
Create positive online learning environments.
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For example, ask the class to create online classroom rules during a synchronous session that can be posted to D2L.
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Face-to-face space
Promote strategies for inclusive and accessible learning experiences.
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For example, model the use of inclusive language and centralize the importance of mental health and wellbeing during in-class activities.
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Learning interactions
Learning interactions in a blended online design should provide learners with the opportunity to engage with the content, peers and the instructor online. Activities in the online space should involve learner-content, learner-instructor and learner-learner interactions. On the other than, activities in the face-to-face environment should be designed around practical application of those skills.
Example: Update content regularly and include student input where appropriate.
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Online
Post readings, OERs, videos, websites or online tutorials for students to review and engage in.
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Face-to-face
Deepen understanding of content through guest lectures, labs, performances or simulations.
Example: Survey students for feedback throughout the course and implement changes where possible.
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Online
Maintain frequent communication and provide prompt feedback.
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Face-to-face
Strengthen teacher presence by offering face-to-face office hours.
Example: Monitor group work to ensure a positive learning experience.
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Online
Assign students to provide peer feedback. Include clear guidelines for giving constructive feedback.
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Face-to-face
Reinforce community-building by providing opportunities for collaborative projects.
Example: Design your online course with organization, accessibility and time management in mind.
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Online
Encourage regular interaction with the learning management system through announcements, feedback and discussion posts.
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Face-to-face
Build student confidence in the online system with a face-to-face modelling orientation of the online space.
Types of assessments
While the format of blended online assessments may change, evidence-based best practices of learning assessment remain the same. Assessments should address student performance across the course, align with core concepts and learning outcomes, be flexible and accessible to all students and support student success (Clemson University, Office of Teaching Effectiveness and Innovation, 2021).
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In-class assessment
Open book, take-home assessments can include questions which require more conceptual knowledge and are not easily found in the textbook.
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Online assessment
Online quizzes demonstrate mastery of content and provide ongoing information about student understanding.
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In-class assessment
Students can create audiovisual presentations using a variety of media technologies to present in-class.
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Online assessment
Scaffold the presentation grade with peer and self-reflection comments which can be submitted online.
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In-class assessment
Students practice mastery of the subject, communication, and team-building skills by collaborating on a course project.
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Online assessment
Stage this assessment to include a project introduction discussion board post and a peer-interaction reflection to be submitted online as part of the group project grade.
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In-class assessment
Demonstrate practical applications of learning in a project, lab experiment, performance or simulation.
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Online assessment
Include a one-page summary of the project to be uploaded in the learning management system.
Lesson checklist
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Identify the core elements of blended online design
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Determine key considerations for learning activities
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Distinguish types of assessments for blended online models
References
Clemson University, Office of Teaching Effectiveness and Innovation. (2021). Instructional Playbook Appendix C: Assessing Student Learning in Blended Learning Classrooms. https://www.clemson.edu/otei/documents/bended/appendix_c_assessment_in_blended_classrooms.pdf
Cleveland-Innes, M. & Wilton, D. (2018). Guide to blended learning. Commonwealth of Learning. http://oasis.col.org/handle/11599/3095
Joosten, T., Lee-McCarthy, K., Harness, L., & Paulus, R. (2020). Digital Learning Innovation Trends. Every learner Everywhere. https://files.eric.ed.gov/fulltext/ED603277.pdf
Nilson, L.B. & Goodson, L.A. (2021). Online teaching at its best. Merging Instructional design with teaching and learning research. (2nd ed.). Jossey-Bass.
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Lesson 4: Flipped model
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