Designed Learner Interactions in Blended Course Delivery

Reba-Anna Lee, Brian Dashew


In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.


Blended Learning;Hybrid learning;instructional design


Copyright (c)