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Blended Course Design: Where's the Pedagogy?
ARTICLE

, University of Texas at San Antonio, San Antonio, TX, United States

IJMBL Volume 6, Number 1, ISSN 1941-8647 Publisher: IGI Global

Abstract

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

Citation

McGee, P. (2014). Blended Course Design: Where's the Pedagogy?. International Journal of Mobile and Blended Learning, 6(1), 33-55. IGI Global. Retrieved September 20, 2019 from .

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