“This is not the only way to approach [blended design] but I am going to suggest that you want to still use the face-to-face time as the central focus of the online time, and look at how you can get students prepared for face-to-face time and how you can help the students after they’ve been in class,” Shibley said. “So you start with the face-to-face and then think about using the online component for the other times the students interact with the material. In order to do that, you need to throw away all preconceived notions and start from scratch.”
-Ike Shibley, associate professor of chemistry at Penn State
Mary Bart discusses the balance of face to face (f2f) and online time in the online course and as well as Shibley’s guide for designing courses, called ADDIE, in her article “Blended Learning Course Design Creates New Opportunities for Learning“.
- Analysis- look back on student feedback and general issues with this subject
- Design- design course to emphasize action (rather than the vague idea of learning), intentionally divide f2f and online time, and ensure that learning objectives are met with the proper technology
- Development- devote LOTS of time to planning the course out and start doing so a year in advance, preferably
- Implementation- implement the course as complete piece (rather than piecemeal) and with a small class size
- Evaluation- when you assess students, make certain to utilize the assessment and integrate it into your next course.
To read more about creating a balanced blended course, follow the link here.