2:00 p.m. Hybrid Workshop (Advanced), JS 150 (Binnicker Room)

Blended Learning: The Next Steps

Overview: In transforming one’s course design for blended learning, the initial efforts tend to focus on course design. Instructors focus on develop course models, determining what should be accomplished online and face-­‐to-­‐face, and the organization of the course. After a course is delivered for the first time, several challenges can be encountered and need to be examined in order to perfect the blend.

Anecdotally, it can take up to three (3) semesters to prefect the blended experiences for you and your students. We have identified “next” questions an instructor should ponder after delivering their course based on our research (see Kaleta, Skibba, and Joosten, 2007) with experienced instructors and our own experiences teaching blended courses.

A facilitated discussion of potential solutions to the challenges that advanced instructors face after a blended course redesign.

1. Course and a half syndrome

Question: Now that you delivered your first blended course and have experienced course and a half, what strategies can one use to streamline the course and help manage instructor workload to avoid course and a half?


2. Re-­‐examining course goals and objectives

Question: How can one identify and build upon the successful elements of learning objectives in the blended model? Specifically, was the learning environment (face-­‐to-­‐face or online) appropriate for the assigned activity and achievement of each learning objective? Did it provide the evidence or documentation that the learning objective was met?


3. Building presence, enhancing connectivity, and building community

Question: Sometimes we can lose the connection and our ability as instructors to build presence in the mediated environment. Instructors need to develop skills and strategies to meet these needs in the blended format. What are some ways one can successfully enhance social presence and connectedness with students?


4. Community Building

Question: Many times when we introduce a mediated environment, we find out course design needed more opportunity for collaborative learning for students to engage students and assist them in building peer networks. Where can your course lends itself in assisting students in building community with other students? the instructor? and, the public?


5. Managing your time and staying organized

Question: Many students enroll in blended courses because of the flexibility associated with time shifting. At the same time, they may overbook their schedules or not allocate time for studying. What strategies did students employ to balance their schedules and manage their in-­‐ and out-­‐of-­‐class time effectively? What effective instructional strategies can one employ to help students stay on track?

Are there any additional strategies one could implement the next time the course is delivered to help students stay organized, assessed student readiness, and manage student expectations?



Picciano, A.G. & Dziuban, C., Editors (2006). Blended learning: Research perspectives. Needham, MA: The Sloan Consortium. http://sloanconsortium.org/node/921

Activity: Taking the Next Step with Perfecting the Blend

For this breakout session, we will ask you to respond to one of the five questions in a group at your table. In responding to your question, consider the elements of the question that you find intriguing, problematic or surprising?

While you are crafting your response, we invite you to post your responses to the Google Docs after each questions.

After you’ve had a chance to make some notes to yourself and post them to the Google Doc, we’ll invite participants to present their ideas and reasoning to the large group. Each presentation will be followed by a brief discussion and feedback from the facilitators and the group as a whole.