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Exploring Online & Blended Learning

Blended Learning (BL)

In blended (BL) courses, a portion of face-to-face class time is replaced by asynchronous online components. This type of learning is associated with higher student satisfaction and achievement.

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Blended Learning at ¶¡ÏãÔ°AV

Blended (BL) courses at ¶¡ÏãÔ°AV have at least one quarter and no more than three quarters of student learning integral to the course occurring in the online environment, replacing in-person instruction.

BL courses should involve a reduction of in-person activities that is proportional to the increase in online activities; blended courses should not be more work than either online or face-to-face courses.

The proportion of online to face-to-face is likely to depend on the subdiscipline and should be decided by departments, with the understanding that available data suggests a higher proportion of online activities appears to be better for students.

Benefits of Blended Learning

Research suggests that blended courses are associated with higher student satisfaction compared to fully online or fully face-to-face courses because they increase flexibility while retaining a sense of community (Joosten et al., 2021).

There is also evidence that blended courses can increase student achievement compared to fully online or fully face-to-face courses (Dziuban et al, 2018).

The new course format is designed to increase flexibility for student schedules and allow for more efficient use of classroom space.

Your Role as an Instructor in Blended Courses

The role of a BL instructor, as with OL and face-to-face courses, is to design, develop and implement the course. In BL courses, instructors have the additional challenge of having presence even in the asynchronous elements (e.g., videos, voice in discussion boards, modeling activities). Instructors may be supported by TAs and departmental administration and are encouraged to reach out to CEE at any stage of the course design, development or implementation.

If you have a TA, we encourage you to let them know about the TA Hub, a virtual resource created to help TAs strengthen their teaching, leadership and interpersonal skills which includes specific information on supporting students in online learning environment. 

Online Learning (OL)

In online (OL) courses, class time is fully virtual and asynchronous, with primarily instructor-led engagement. This type of learning is associated with maximized student flexibility.  

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Online Learning at ¶¡ÏãÔ°AV

Online (OL) courses at ¶¡ÏãÔ°AV do not have any scheduled on-campus sessions or synchronous online elements (with the possible exception of exams).

OL courses at ¶¡ÏãÔ°AV are instructor-led, meaning instructors take a hands-on role in facilitating student engagement with asynchronous course activities and communicate regularly with students as part of community building in the online environment. 

Benefits of Online Learning

Student and instructor engagement occur independent of time and place, which research suggests enhances the learning experience by maximizing flexibility while allowing student agency over the pathway and pace of learning.

Your Role as an Instructor in an Online (OL) Course

The role of an OL instructor, as with BL and face-to-face courses, is to design, develop and implement the course. In OL courses, instructors have the additional challenge of having presence even in the asynchronous elements (e.g. videos, voice in discussion boards, modeling activities). Instructors may be supported by TAs and departmental administration and are encouraged to reach out to CEE at any stage of the course design, development or implementation.

If you have a TA, we encourage you to let them know about the TA Hub, a virtual resource created to help TAs strengthen their teaching, leadership and interpersonal skills which includes specific information on supporting students in online learning environments.

Differences between Online & Blended Learning

Online Learning

  • Fully online, asynchronous engagement               
  • Hands-on facilitation by instructor (e.g. weekly kick-off announcements, end-of-week video summaries, discussion responses, etc.)
  • Interactive online tools for deeper learning (e.g. video or audio discussions with Flip, content with pop-up comprehension checks in H5P, shared documents for collaboration in Office 365)
  • Maximized flexibility of time & place
  • Student agency over pathway & pace
  • No in-person labs, field-based sessions, or tutorials
  • Optional synchronous online elements (e.g. office hours, guest speakers)   

Blended Learning

  • Mix of in-person sessions & asynchronous online engagement
  • Hands-on facilitation by instructor (e.g. weekly kick-off announcements, end-of-week video summaries, discussion responses, etc.)
  • Interactive online tools for deeper learning (e.g. video or audio discussions with Flip, content with pop-up comprehension checks in H5P, shared documents for collaboration in Office 365)
  • Increased flexibility of time & place
  • Some student agency over pathway & pace
  • In-person component may include any course activities, such as labs, lectures, field-based sessions, or tutorials
  • 25-75% of typical in-person contact hours replaced by asynchronous online component

Roles and responsibilities

The roles and responsibilities for both blended and online courses are as below:

Role Responsibilities
Instructors Course design, development and implementation; assignment of TA duties in accordance with the TUG. Supporting students in an online environment.
TAs Supporting students in an online environment.
Deans, with input from Chairs/Directors and, often, the instructor Decisions about delivery format (Blended, Online, In Person).
Department Administration Scheduling, arranging student accommodations, ordering textbooks.
CEE Staff Supporting you to reach your online and blended course design, development and facilitation goals through consultations on specific problems, skills training, resource development, course production and more. See our Online & Blended Course Development Services page for details.

References

  • Dziuban et al. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education 15(3).
  • Joosten, T., Weber, N., Baker, M., Schletzbaum, A., & McGuire, A. (2021). Planning for a Blended Future: A Research-Driven Guide for Educators. [Report] Every Learner Everywhere Network. Retrieved from:

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