About this paper

Appears in:
Pages: 3929-3934
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1935

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain


K. Buckley

Rollins College (UNITED STATES)
The definition of blended learning is a formal education program in which a student learns: at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.  For universities blended classes is cost cutting, and leverages time when physical expansion is out of the question.  For faculty / educators - increasing frequency and variety of engagement; transition to fully online teaching. for students - address access / convenience issues (online 24/7 access) while still offering social & instructional interaction opportunities (classroom) 

As learning and technology evolves one of the more popular teaching formats is a blended learning course where a percentage of the time is face to face and the rest of the time is online. These types of classes are proving quite popular with students who want flexibility but at the same time experience a classroom feel and a personal connection with the teacher and other students. This gives the teacher a two faced problem in designing a class that meets the learning objectives through both formats.  It is crucial that the teacher has a very clear vision how the class is going to flow and how the learning objectives will be met in the class room and online to have an effective class.

In higher education the teacher must examine five critical areas:
1. Vision - The objectives and Learning outcomes
2. Interaction - The face to face and online interaction. How? What? and when?
3. Content - The ability to create learning modules that expand critical thinking
4. Assesment - Formal and informal assessment – what is important in the grading process
5. Evaluation - This should be self peer and student evaluation. Its also very important to get some of reflective evaluation some time after the completion of the class.

This paper will examine the process of executing an effective blended learning course. It is one that takes careful preparation, attention to detail, keeping instruction and direction as simple and easy to understand as possible whilst keeping the learning objectives central to the plan. Blended learning can accommodate students of all backgrounds, provide a creative learning environment and give students an extremely positive educational experience. In order to build an effective blended class, it is important to establish what type of class you want to have and how this will be enacted. It is very important that it does not become two courses that run independently of each other. Learning objectives, learning outcomes, content assessment and evaluation have to be in sync with the online and in class interaction.

An effective course is well structured, easy to comprehend and allows the student to learn in an independent manner Formal and informal assessments correspond to the student’s ability to grasp the critical thinking aspects of the course. A blended learning format is one that encourages collaboration, discussion and debate. This paper will help educators plan, process and execute a productive course.
author = {Buckley, K.},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.1935},
url = {http://dx.doi.org/10.21125/edulearn.2016.1935},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {3929-3934}}
AU - K. Buckley
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.1935
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 3929
EP - 3934
ER -
K. Buckley (2016) BLENDED LEARNING – HOW TO CREATE AN EFFECTIVE COURSE, EDULEARN16 Proceedings, pp. 3929-3934.