Journal of Blended Online Learning

This article describes not only the development of the first blended science course at the University of Wisconsin-Milwaukee, but also the development of a committed blended learning instructor. The redesign of a face-to-face cell biology course to be offered in blended format is described. Examples of activities in the initial offering of the course are presented, with emphasis on how in-class, homework and home-study activities were integrated. The benefits, successes and limitations encountered in the class are discussed, with a summary of future intentions. A key conclusion drawn from the experience is that science instructors faced with covering massive content need not worry about sacrificing content in blended courses. Properly managed, all content can be covered. What’s more, the blended format provided more opportunities for student engagement and active learning than the traditional face-to-face (F2F) version of the course.

•  http://www.rcetj.org/index.php/rcetj/article/view/12

Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1) pedagogy, (2) textbook format (print vs. digital), and (3) learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and of open universities in particular.

http://www.irrodl.org/index.php/irrodl/article/view/618/1221