Blended Course Design: Where's the Pedagogy?
Patricia McGee, University of Texas at San Antonio, San Antonio, TX, United States
IJMBL Volume 6, Number 1, ISSN 1941-8647 Publisher: IGI Global
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.
McGee, P. (2014). Blended Course Design: Where's the Pedagogy?. International Journal of Mobile and Blended Learning, 6(1), 33-55. IGI Global.
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Lyra P. Hilliard & Mary K. Stewart, Department of English, United States
Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 11–24
"It's the Combination That Works": Evaluating Student Experiences with a Multi-Element Blended Design in First-Year Law
Ekaterina Pechenkina, Amanda Scardamaglia & Janet Gregory
Contemporary Educational Technology Vol. 9, No. 4 (2018) pp. 405–422
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