1. Evidence-based Best Practices for Blended Course Design
Based on The Blended Course Design Workbook: A Practical Guide
Contact Information:
Dr. Katie Linder

2. Objectives What is blended learning?
What does the research say about blended learning?
What are the benefits and challenges of blended teaching and learning?
What are some common pitfalls of blended learning?
What are some tools for effective blended course design?

3. What is blended learning?
Increasingly popular phenomenon
Replacement model – face-to-face course time is replaced with online content delivery
Face-to-face time often cut by 1/3 to 1/2
Credit hours stay the same
Requires additional technology integration and online content
Can allow for more autonomous, active, and independent learning

4. A Spectrum of Web Integration
Traditional face-to-face
Web-enhanced (may also be flipped)
Blended (may also be flipped)
100% Online

5. Is blended learning the same as flipped learning?
Blended is structural & pedagogical
Flipped is primarily pedagogical
Replacement of face-to- face time
Best practice includes moving content delivery online to create more active learning, but this is not required
Requires more technological literacy on part of faculty and students
No replacement of face- to-face time
Moving content delivery online to create more active learning in-class is central to the definition of the flipped classroom
Requires more technological literacy on part of faculty and students

6. Blended Learning Models
Face-to-Face Driver
Online Driver (Flipped)
HyFlex
Experiential Learning

7. What does the research say?
Findings
Studies
Better outcomes in blended learning environment
Du, 2011; Christou, Dinov, & Sanchez, 2007; Riffell & Sibley, 2005
Little to no difference between blended and online learning or face-to-face learning
Chen & Jones, 2007; Odell, Abbitt, Amos, & Davis, 1999; Reasons, Valdares, & Slavkin, 2005; Scoville & Buskirk, 2007; McNamara, Swalm, Stearne, & Covassin, 2008
Here is some of the validity research:
Two meta-analyses:
Lack, K.A.  (2013). Current state of research on online learning in postsecondary education.  ITHAKA. 
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C.
And some more specific references pulled from those analyses:   
Du, C. (2011). A comparison of traditional and blended learning in introductory principles of accounting course. American Journal of Business Education, 4(9), 1-10.
Chen, C.C., & Jones, K.T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. The Journal of Educators Online, 4(1), 1-15.
Christou, N., Dinov, I.D., & Sanchez, J. (2007). Design and evaluation of SOCR tools for simulation in undergraduate probability and statistics courses. Proceedings of the 56th session of the International Statistical Institute meeting, Lisbon, Portugal, August 21-29, Retrieved from 
McNamara, J.M., Swalm, R.L., Stearne, D.J., & Covassin, T.M.  (2008). Online weight training. Journal of Strength and Conditioning Research, 22(4),
Odell, M., Abbitt, J., Amos, D. & Davis, J. (1999). Developing online courses: A comparison of web-based instruction with traditional instruction. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp ). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Reasons, S.G., Valadares, K., & Slavkin, M. (2005). Questioning the hybrid model: Student outcomes in different course formats. Journal of Asynchronous Learning Networks, 9(1),  
Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3),  
Scoville, S.A., & Buskirk, T.D. (2007). Traditional and virtual microscopy compared experimentally in a classroom setting. Clinical Anatomy, 20(5),

8. What does the research say?
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2010). Evaluation of evidence-based practices in online learning: A meta- analysis and review of online learning studies. Washington, D.C.
Lack, K.A. (2013). Current state of research on online learning in postsecondary education. ITHAKA. Retrieved from publications/current-status-research-online-learning- postsecondary-education.

9. Benefits Challenges Can create more time for active learning in class
Lets students experience course materials in a range of ways
More autonomous and independent learning can lead to more student buy-in
Offers faculty a new skillset for their teaching
Requires more up-front design and planning
Learning curve of technology and active learning for faculty and students
Faculty must give up some control over learning
Faculty often need assistance with design

10. What do faculty need to know?
A clear definition of what blended teaching is
Blended course design requires more up-front design and planning
Student use technology for social reasons, but may not be experienced with using it for learning
At first, students may struggle with time management and autonomous learning
Faculty shouldn’t try to incorporate too many tools at one time and overwhelm themselves and their students

11. What do students need to know?
Blended courses are not easier than face-to-face courses
Students will need to take more control of their learning activities outside of the classroom
Blended courses may require more and different communication strategies with their professor than students are used to
Blended courses require using technology for learning, which may be new to some students

12. What are the common pitfalls?
Course-and-a-half syndrome
Attempts to design course elements in the middle of the term
Lack of alignment between out-of-class and face- to-face activities
Students coming to class unprepared
Using face-to-face class time inefficiently

13. Backward Design Learning Activities Assessments Intended Outcomes
What activities and assignments will support the intended outcomes and assessments?
Assessments
What evidence will students provide of their learning?
Intended Outcomes
What must students know and understand?
What must students be able to do?

14. Course Goals & Learning Objectives
What do you want students to know and understand at the end of your course?
Objective:
What do you want students to be able to do at the end of your course?

15. Example Course Goal & Learning Objectives
Goal: Upon successful completion of this course, students will know the scientific method.
Objective 1: Upon successful completion of this course, students will be able to list the components of the scientific method.
Objective 2: Upon successful completion of this course, students will be able to apply the scientific method to a real-world question or problem.
Objective 3: Upon successful completion of this course, students will be able to describe their use of the scientific method to a non-scientist.

16. Example Learning Objectives for a Blended Course
Upon successfully completing this course, students will be able to:
Communicate effectively via or discussion board
Demonstrate an ability to persuade in an online environment
Work with others in virtual settings
Demonstrate proficiency with particular technologies important to a discipline or career
Read about and understand research using online tools (e.g., surveys)
Evaluate sources (both primary and secondary) in an online environment

17. Example Learning Objectives for a Blended Course
Upon successfully completing this course, students will be able to:
Conduct research using online tools (e.g. surveys)
Analyze online documents and/or situations (e.g., medical, nutritional, psychological, etc., diagnoses; historical analyses)
Negotiate in virtual settings
Demonstrate competency with team-building skills such as cooperation, communication and building trust in an online environment
Access online information efficiently

18. Developing Assessments
Guiding Questions
How can students best provide me with evidence of their learning?
Given the intended outcomes for my course, are there aspects of student learning that will benefit from an online assessment?
Does my assessment plan reflect how I can best assess my students’ learning in this blended course?
Am I giving my students multiple opportunities to provide me with evidence that they are achieving the learning objectives of my blended course?

19. Developing Assessments

20. Developing Assessments

21. Blended Course Assessment Checklist

22. Designing Learning Activities
What have you done in the past that has worked well? What belongs face-to-face and what can be moved online? Which activities will involved guided inquiry and which will involve direct instruction? What tools or technologies will best help students meet the course learning objectives?

23. Template for Aligned Blended Course Mapping

24. Weekly Course Mapping Template

25. Blended Course Learning Activities Checklist

26. Designing Learning Activities
Good activities for out-of-class:
Practicing skills
Reading with a purpose
Working on project or performance task
Studying and synthesizing information (e.g. create a concept map)
Reflecting on ideas, process, or product (e.g. journal entry)
Revising work
Self-assessment

27. Designing Learning Activities
Good activities for in-class:
Games
Jigsaw activities (a form of small group, peer-led teaching)
Think/Pair/Share (students reflect independently, share their thoughts with a peer, and then share their peer discussions out to the large group)
Presentations
Formal tests and exams

28. Designing Learning Activities
Good activities that work well for both:
Role-playing
Case studies
Games
Discussion
Small group work
Peer-review
Problem sets (individual, small group, or large group)
Simulations
Demonstrations

29. Choosing LMS Tools Checklist

30. Q & A

31. The Blended Course Design Workbook: A Practical Guide
Research overviews for each chapter
Interactive elements throughout including templates and checklists
Practical examples from blended instructors
Tasks for each chapter and specifically for LMS design
Questions for faculty & administrators
Glossary of terms

32. Evidence-based Best Practices for Blended Course Design
Based on The Blended Course Design Workbook: A Practical Guide
Contact Information:
Dr. Katie Linder