Design principles for the blend in blended learning: a collective case study

Abstract

This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors' and students' interviews, and document analysis of course outlines, two major principles, consolidation and extension, differentiating the design of the three courses, are identified. The consolidation principle emphasises designing different types of activities for students to think again, so that their knowledge can be consolidated. The extension principle emphasises the extension of the space of learning and catering the diverse needs of students. There are also design principles commonly found, with the emphases on student autonomy, interaction and feedback, and the awareness of student diversity. The findings contribute to the design of blended learning, especially on how the face-to-face and online components can be combined. ARTICLE HISTORY

Using paradox theory to understand responses to tensions between service and training in general surgery

“…We used a combination of documentary evidence and interviews to collect empirical data. This is a common triangulation of data sources in management science and education, but perhaps less so in medical education (although for a recent exception, also set in a surgical community, please see ref. ).…”

Defining the nature of blended learning through its depiction in current research

“…Arguments for the benefits of blended learning are well rehearsed, and include: increased flexibility for staff and students; personalisation; enhanced student outcomes; the development of autonomy and self-directed learning; opportunities for professional learning; cost efficiencies; staff and student satisfaction; and increased interaction between staff and students, and between students (e.g. Kim, Park, Yoon, & Jo, 2016;Mirriahi et al, 2015;Lai, Lam, & Lim, 2016;Vaughan, 2007). Importantly, blended learning is cast as transformative; it enables the rethinking and restructuring of pedagogic practice (Garrison & Kanuka, 2004), with the potential to 'recapture the ideals of higher education' (Garrison & Vaughan, 2008, p.x).…”

Design and Implementation of Mobile Blended Learning Model Based on WeChat Public Platform

“…Then, the next stage is Design of Activities and Resources. blended learning provides anytime anywhere access to rich learning materials and course content over the Internet [8]. Design of activities and resources can be divided into pre-class learning, instructional stage, after-class review, and extracurricular activities, training, implementation.…”