Title
Blended Formats of Large-Enrollment College Courses
Topic
Technology and Teaching
Panel Title
Getting More Mileage With Hybrids
Session Abstract
The Center for Teaching and Learning at UNC Charlotte collaborated with teams of faculty members teaching large-enrollment courses to redesign courses into technology-enhanced, active formats. Through the Large Course Redesign program, nine different departments or programs modernized course formats, and eight of the nine moved to blended formats. (CTL, 2017) This session will introduce a variety of blended formats fully implemented in diverse disciplines.
Blended course formats typically reduce class seat-time (deNoyelles, Cobb, & Lowe, 2012) and instead provide online learning to substitute the reduced class time. If done right, blended format can facilitate meaningful learning and be more effective than classroom format by benefiting from the affordances of two different learning environments. (Garrison & Kanuka, 2004) Along with benefits, however, blended formats come with some common concerns. This session will also discuss common benefits and concerns uncovered through the Large Course Redesign program.
A number of instructional design activities are involved in the process of transforming course format into blended formats. One of important activities is figuring out what learning should go online and what learning, stay in the classroom. In addition, the adoption of online learning generally impacts classroom learning to change as well. Considering examples, benefits, and concerns of blended course format, participants will engage in a hands-on activity of sorting out student learning activities for their own course and anticipate how classroom learning will be impacted and change.
Keywords
Blended learning, blended course format, active learning, technology-enhanced course, course redesign
Location
West Center 219
Start Date
24-3-2017 3:30 PM
Blended Formats of Large-Enrollment College Courses
West Center 219
The Center for Teaching and Learning at UNC Charlotte collaborated with teams of faculty members teaching large-enrollment courses to redesign courses into technology-enhanced, active formats. Through the Large Course Redesign program, nine different departments or programs modernized course formats, and eight of the nine moved to blended formats. (CTL, 2017) This session will introduce a variety of blended formats fully implemented in diverse disciplines.
Blended course formats typically reduce class seat-time (deNoyelles, Cobb, & Lowe, 2012) and instead provide online learning to substitute the reduced class time. If done right, blended format can facilitate meaningful learning and be more effective than classroom format by benefiting from the affordances of two different learning environments. (Garrison & Kanuka, 2004) Along with benefits, however, blended formats come with some common concerns. This session will also discuss common benefits and concerns uncovered through the Large Course Redesign program.
A number of instructional design activities are involved in the process of transforming course format into blended formats. One of important activities is figuring out what learning should go online and what learning, stay in the classroom. In addition, the adoption of online learning generally impacts classroom learning to change as well. Considering examples, benefits, and concerns of blended course format, participants will engage in a hands-on activity of sorting out student learning activities for their own course and anticipate how classroom learning will be impacted and change.
