The primary purpose of the Blended Learning Project is to explore ways to leverage technology to produce better learning outcomes for APU students.
How are blended classes defined?
Blended classes are characterized by a percentage reduction of in-class time, and instructional activities are shifted online and can be either asynchronous or synchronous.
Blended classes are different from “flipped classrooms,” which shift lectures/instruction to an online environment without any reduction in classroom time. However, blended classes can employ a flipped strategy.
What are some typical ways to ‘blend’ a course?
Replace and/or augment in-class lectures with self-recorded and/or available free online lectures (e.g., iTunesU, OER, etc.) on related topics.
Replace and/or augment traditional course materials with prepackaged learning materials, etextbooks with social annotations, and other open educational resources.
Replace and/or augment traditional assignments with multimedia assignments (e.g., eportfolios, audio/video essays, blogs, etc.) and/or project-based, experiential, and/or gaming curriculum.
What factors contribute to an effective blended learning experience?
Well-designed curriculum, effective pedagogy, appropriate student services, and robust faculty development and support are essential ingredients for an effective blended learning experience. Moreover, a well-designed blended course typically takes about 4–6 months of preparations.
What resources are available for faculty interested in blended learning?