Blended Course Design: A Synthesis of Best Practices

Authors

  • Patricia McGee The University of Texas at San Antonio Educational Psychology 501 Cesar Chavez San Antonio, TX 78208 512-289-4464 patricia.mcgee@utsa.edu
  • Abby Reis The University of Texas at San Antonio Educational Psychology 501 Cesar Chavez San Antonio, TX 78208 512-289-4464 abby.reis@utsa.edu

DOI:

https://doi.org/10.24059/olj.v16i4.239

Keywords:

Blended, hybrid, course design, pedagogy, best practices

Abstract

Blended or hybrid course offerings in higher education are commonplace and much has been written about how to design a blended course effectively. This study examines publicly available guides, documents, and books that espouse best or effective practices in blended course design to determine commonalities among such practices. A qualitative meta-analysis reveals common principles regarding blended definitions, the design process, pedagogical strategies, classroom and online technology utilization, assessment strategies, and course implementation and student readiness. Findings reveal areas of disconnect and conflict, as well as implications for the likelihood of successful utilization when best/effective practices are followed.

Author Biographies

Patricia McGee, The University of Texas at San Antonio Educational Psychology 501 Cesar Chavez San Antonio, TX 78208 512-289-4464 patricia.mcgee@utsa.edu

Patricia McGee is Associate Professor in the Department of Educational Psychology at the University of Texas at San Antonio. She has worked in distance and blended learning for nearly over 20 years, conducts research about online pedagogy and systems, and conducts workshops about online and blended course design.

Abby Reis, The University of Texas at San Antonio Educational Psychology 501 Cesar Chavez San Antonio, TX 78208 512-289-4464 abby.reis@utsa.edu

Abby Reis is a Graduate Assistant enrolled in the School Psychology master’s degree program in the Department of Educational Psychology at the University of Texas at San Antonio.

Published

2012-06-23

Issue

Vol. 16 No. 4 (2012)

Section

Other Topic

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