This document provides an agenda and overview for a presentation on blended learning course design and delivery. The presentation defines blended learning as courses that combine both traditional face-to-face instruction and online learning. It discusses best practices for course design, including aligning course structure and assessments with learning objectives and integrating meaningful online and face-to-face content. The presentation also reviews examples of blended accounting courses and engages attendees in a discussion of challenges and considerations for blended course design.

1. Blended Learning
Course Design and
Delivery
by Professor Mahfuja Malik
(WCB) and Colette Rossignol
(CEIT)

2. Agenda
1. What is Blended Learning?
2. Best practices for Course Design
3. Review of Blended Accounting Course
4. Group Discussion
5. Technology
6. Questions
2

3. “
Blended courses (also known as hybrid or mixed-
mode courses) are classes where a portion of the
traditional face-to-face instruction is replaced by
web-based online learning.
Source: Online Learning Consortium
3
WhIs Blending your Course Right for

4. “
4
Definition of Face-to-Face versus Online Components
Traditional Web-facilitated Blended Online
0% content
delivered online
1%-29% content
delivered online
30%-79% content
delivered online
80% or more content
delivered online
Source: The Blended Course Design Workbook

5. “
SHU Practice
5
WhIs Blending your Course Right for

6. “
What blended learning is NOT
• a simplistic combination of face-to-face and online
sessions with no meaningful links
• a repeat of tasks in face-to-face and online
• a group of students moving together without much
scope for peer, self-paced, or self-directed learning
6
Is Blending your Course Right for You?

7. Is Blending your Course Right for You?
7
▪ What interests you in blended learning?
▪ Why did you consider blending your course?

8. SHU Practice
8

9. Design and Delivery
9
Best Practices for Designing and Delivering
your Blended Course

10. Blended Teaching
and Learning
5 Things to Focus On
10
1. Pedagogical Intent
a. Pedagogy goals in alignment with blended approach?
1. Structure - f2F and Online distribution
a. Contact hours must follow the Carnegie Unit principles
1. Meaningful integration between f2F and Online distribution
a. Task-design that links the sessions purposefully
1. Active learning strategies
a. Integrating digital tools for synchronous & asynchronous
communications
1. Universal Design for Learning approach
a. UDL principles to reach ALL learners

11. SURVEY RESULTS
What do you consider effective teaching practices
for the blended context?
Clear Link Between Online and Face to Face (F2F) sessions
a. OL Content clearly explained in F2F sessions
Communication
a. Student Expectations
b. Assignments
c. Course Structure
d. Timely Feedback
e. One-on-One Meetings
11

12. Course Design using
Understanding by
Design (UbD) -
Backwards Design
12
Identify
desired
Results
•Learning Objectives – What will student know and be able to do?
Determine
Acceptable
Evidence
**Assessment - What type of assessment will you use?
Plan
Instruction
•Designing your Assignments
•Active Learning and Accessibility
•Social Presence and Student Interaction

13. 13
Active Learning Examples
● Self-Assessment
● Peer Review
● Multimedia Presentations
● Blogging or Journaling

14. Design and Delivery
14
Blended Course Review
Graduate : MSA 630 - Advanced Topics in Financial Accounting
Undergrad: AC 222 - Managerial Accounting & Control
● Syllabus
● Content Selection
● Blackboard Arrangement
● Use of Technology
● Effectiveness of Online vs. F2F Sessions
● Bridge between Online and F2F sessions
● Assessments and Students’ Feedback

15. Design and Delivery
15
Blended Course Review
● Syllabus
● Content Selection

16. Design and Delivery
16
Blended Course Review
● Blackboard
Arrangement
● Use of Technology

17. Design and Delivery
17
Blended Course Review
● Effectiveness of
Online vs. F2F
Sessions
● Bridge between
Online and F2F
sessions

18. Design and Delivery
18
Blended Course Review
● Assessments and
Students’ Feedback

19. 19
Technology Choices

20. Group Discussion
Design and Delivery
PollEv.com/mahfujamalik211
20

21. SURVEY RESULTS
What are your challenges when teaching blended courses?
21
1. Student participation and engagement
2. Content
3. Student Expectations
4. Time Constraints
5. Attendance
6. Assessment and Monitoring Performance
7. Timely Feedback

22. Course
Design
Things to
keep in Mind
Design
Did you connect your f2F and
online sessions?
Did you use Active Learning
principles in your course?
Delivery
Student Expectations
Self-Directed Learning
Communication
Survey your students about
the course
Learning Objectives
Is your course aligned to
your learning objectives?
Learning objectives and
goals should drive your
course design
22
Assessment
What type of assessment(s)
are you planning for your
course? Rubrics?
Technology
What technology are you
using to delivery the content
of this course?
Technology should enhance
and not drive the design of
your assignments/course
Accessibility
Are your materials
accessible for all students?
Did you consider Universal
Design for Learning
principles for your course?

23. Questions
Let’s discuss blended
learning
23

24. Resources
24
Best Practices - Course Design
University of Central Florida’s Blended Learning Toolkit
Online Learning Consortium - Blended Quality Scorecard
SHU Square - Ten Elements of Course Design
Technology
Integrate a Video Response System in your Teaching - FlipGrid
Gamification in Teaching and Learning - Kahoot
Strengthening Learning by Designing Interactive Lessons - Office 365
Multimedia Presentation and Accessibility with VoiceThread
Presentation Credits
Presentation template by SlidesCarnival
Images from Creative Commons

25. Resources
25
Academic Articles and Texts
Linder, K. E. (2016). The Blended Course Design Workbook: A Practical Guide. Stylus Publishing, LLC.
McGee, P., & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous
Learning Networks, 16(4), 7-22.
Retrieved from http://files.eric.ed.gov/fulltext/EJ982678.pdf on Sep 05 2016.
Pacansky-Brock, M. (2012). Best practices for teaching with emerging technologies. Routledge.
http://www.amazon.com/dp/0415899397/ref=cm_sw_su_dp
Huang, R., Ma, D., & Zhang, H. (2008). Towards a design theory of blended learning curriculum. In Hybrid
Learning and Education (pp. 66-78). Springer Berlin Heidelberg.
http://link.springer.com/chapter/10.1007/978-3-540-85170-7_6#page-1