This document provides an overview of blended learning and guidance for designing a blended course. It defines blended learning as combining traditional face-to-face instruction with online instruction. It describes three common blended learning models: supplemental, replacement, and emporium. The document then outlines a 5-step process for designing a blended course: 1) diagram the face-to-face and online structure, 2) establish learning goals, 3) create instructional plans, 4) determine materials, and 5) construct modules. It emphasizes integrating the online and face-to-face components and clearly communicating expectations to students.

1. Teaching a Blended Course
Partners in Learning
Sue Hines & Bob Andersen
Saint Mary’s University of MN

2. Blended Learning
What do you think it is?

3. What do the experts say?
Blended learning is an instructional delivery
approach where
traditional face-2-face instruction
&
online instruction
is combined.

4. Types of Blending Models
According to the Pew Foundation Project, there 3
models:
1. Supplemental model: Additional online learning is
added to the full traditional f2f course.
2. Replacement model: Online learning replaces some
of the class time (i.e. seat time) of the f2f course.
3. Emporium model: Entire traditional f2f is replaced
with a learning resource center with computer
mediated-instruction and live assistance.
Source: Penn State University

5. Which model represents your idea of a
“blended course”?
1. Supplemental model: Additional online learning is
added to the full traditional f2f course.
2. Replacement model: Online learning replaces
some of the class time (i.e. seat time) of the f2f
course.
3. Emporium model: Entire traditional f2f is replaced
by a learning resource center with computer
mediated-instruction and live assistance.

6. Which model is a “flipped classroom”?
1. Supplemental model: Additional online learning is
added to the full traditional f2f course.
2. Replacement model: Online learning replaces
some of the class time (i.e. seat time) of the f2f
course.
3. Emporium model: Entire traditional f2f is replaced
by a learning resource center with computer
mediated-instruction and live assistance.

7. Which model sounds cool but Saint
Mary’s doesn’t offer it?
1. Supplemental model: Additional online learning is
added to the full traditional f2f course.
2. Replacement model: Online learning replaces
some of the class time (i.e. seat time) of the f2f
course.
3. Emporium model: Entire traditional f2f is replaced
by a learning resource center with computer
mediated-instruction and live assistance.

8. Determining a Blend
• The f2f and online blended structure is determined
for you.
• But how you design the f2f and online learning
experience is up to you.
• There is no one set way to do it.
It’s your
choice 
• However, it’s not simply portioning out the course
content between f2f and online sessions.

9. Think about an integrated design
• What is best learned online?
• What is best learned face-to-face?
• When and how long do we meet?
• When and how long do we not meet?
• How can a blend of online and f2f learning,
given the schedule, result in the best learning
outcome?

10. Other Dimensions of Blended Delivery
•
•
•
•
•
•
Synchronous & asynchronous
Self-directed and instructor-led
Self-paced or live & collaborative
Deliberate & experiential
Individual & group
Passive & active learning

11. Delivery mode suggestions:
In-Class / Face to Face
• Course introduction
• Collaborative processing
• Complex dialogues
• Project presentations
• Question / answer sessions
• Demonstrations
• Practice and debrief
• Debates
• Role Plays
• Peer reviewing
Out of class / online
• Course content
• Preparatory learning
• Quizzing
• Videos
• Contemplative discussion
• Reflective work
• Resource listing/sharing
• Collaborative products

12. Module Design Models
Flipped classroom: Content knowledge is initiated out-of-class,
application is in-class (Bergman & Sams, 2012)
Explore, Explain, Apply Learning Cycle: (Musallam, 2012)
In-class inquiry, out-of-class content knowledge, in-class
application
Experiential Learning Model: (Kolb, 1983)
Act – Reflect – Conceptualize - Apply
Modified Experiential Learning Model: (Kolb, 1983; McCarthy, 1980)
Current conceptions - add new knowledge – practice - apply

13. So, a blended course might look like this:

14. So, what do you think so far?
Do you see any advantages?
Disadvantages?
Concerns?
Reasons to smile?

15. If you ask “blended” students…
(and researchers have),
What they want most in a blended course is:
• Structure and organization
– Oftentimes, this is more important than content
• Integration between f2f and online learning
– They want to feel a unified instructional experience
– Not a collection of activities thrown together
Ausburn, 2004 ; Aycock, 2002

16. The instructional designing process is key
• Designing a blended course is best accomplished
with an instructional designer and SME.
– Bob & Sue; and you 
• Approach the process as a course “redesign”
opposed to “conversion”
• Realize that it takes time and effort

17. Indicators of effective blended
learning:
Clear expectations
Student expectations for participation and
criteria for academic success is clearly
stated and understood. Directions for
weekly activities is key!
Instructor as facilitator
The instructor moves from distributor of
knowledge to facilitator of learning.
Students as self-directed learners
Instructor orients students to the
“blended design” of the course.
Success = Being responsible for your
learning.
A community of learners
The instructor and student work together
to co-create the learning experience.
Integrated learning experience
The learning experience represents an
well-crafted integration of reading,
online/out-of-class learning, and in-class
activities to achieve the course learning

18. Delivering a Blended Course
5-step approach
1. Diagram the f2f and online course structure
(Using your program’s online/f2f structure)
2.
3.
4.
5.
Establish learning goal/s for each learning module
Create an instructional plan for each module
Determine the instructional materials
Construct the learning modules

19. 1. Diagram course meeting structure
IN CLASS
OUT OF CLASS
Alternating weeks

20. Or maybe it looks like this
IN CLASS
OUT OF CLASS
Seat time in-class is low; Online time is high

21. Or this…
IN CLASS
OUT OF CLASS
In-class seat time is high: online is low (e.g. Saturdays are removed)

22. Or this..
IN CLASS
OUT OF CLASS
Online time is continuous; with 2-3 days in class (@beginning or end)

23. 2. Establish learning goal/s for each
learning module
Course Title:
Student Learning Objectives:
F2f or
online?
Module
1
Topical course content
What is the course content
to be taught for this week?
Give it a title
Learning goal/s
What are the students
expected to know, do, or
appreciate by the end of the
module?
Try to link the goals to the
graded assignment/s
Module
2
Module
3
SLOs
being
taught
Which
SLOs are
being
met?

24. 3. Create an instructional plan for
each session
Module #:
Learning Goal/s:
Online or F2F?:
Evidence of
learning
Learning activity
Description
Length of time
How will I
determine or
measure the
student is
proficient in this
learning goal?
What learning
activity would
allow for “the
evidence of
learning” to occur?
What does the
activity involve?
How long does
this activity
take?
Think of
incremental
developmental
steps
Describe it so you
can duplicate it in
the future

25. 4. Determine the instructional materials
Module #:
Learning Goal/s:
Online or F2F?:
Evidence of
learning
Learning activity
Description
Length of time
Materials Needed
What could the
students do to
show they are
learning (i.e.
meeting the
learning goals)
What learning
activity would
allow for the
evidence of
learning to occur?
What does the
activity involve?
How long does
this activity
take?
What instructional
technology is
needed?
Think of
incremental
developmental
steps
Describe it so you
can duplicate it in
the future
What content
materials?
What physical
materials?

26. 5. Construct the learning modules
• Build out each module in Blackboard
• This can be time consuming
• Take advantage of the tools in Blackboard
• If possible build out the entire course before
it’s launched

27. Want to see an example?
See the Blended Course Example handout

28. Need more examples of how to create
content?
Take it away……..…Bob!

29. Did you create a blended course? Care
to share with us?