Blended Course Design: A Synthesis of Best Practices

By P. McGee, A. Reis. 2012

322 citations recorded by the source corpus.

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.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/48cea0e71450f881367a50df8b19f7e7ae3bcdf6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Bram De Wever
2. Michiel Voet
3. Ruth Boelens

In Education

1. Marilou Bélisle
2. Bram De Wever
3. Géraldine Heilporn
4. Michiel Voet
5. Ruth Boelens
6. Sawsen Lakhal

Citations in the corpus

• An examination of teachers’ strategies to foster student engagement in blended learning in higher education (2021, background): “…BL as a combination of face-to-face and online activities (Bonk & Graham, 2012), while some more precise definitions explicitly identify a decrease in face-to-face meetings (Bates, 2018; McGee & Reis, 2012; Picciano, 2009), e.g., between 30 and 79% of online learning (Allen & Sea-man, 2016).”
• Four key challenges to the design of blended learning: A systematic literature review (2017, background): “…opportunities for future research (Drysdale et al., 2013; Halverson, Graham, Spring, & Drysdale, 2012), or provided a synthesis of best practices (McGee & Reis, 2012), the aim of the present review is to offer an overview of how studies on blended learning environments deal with the four key…”