Principles of Course Redesign: A Model for Blended Learning
Kristen Shand, Susan Glassett Farrelly, Victoria Costa, California State University Fullerton, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Blended learning is becoming the default course design model at many higher education institutions. The literature on blended learning calls for effective models of blended courses based on principles of course redesign and best practices of integrated instructional delivery. This paper describes the course redesign process of a post-baccalaureate course from a face-to-face delivery to a blended learning model. The course transformation was based on four principles of course redesign gleaned from the current research. A model matrix of content delivery methods, student activities, and technology tools is included. This course was implemented in fall 2014 with online activities for two-thirds of the course and face-to-face activities for one-third. On completion, students were surveyed on their involvement and satisfaction with the blended model. The survey results were positive.
Shand, K., Glassett Farrelly, S. & Costa, V. (2016). Principles of Course Redesign: A Model for Blended Learning. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 378-389). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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