Blended Courses Information
What is a blended course?
A blended course is a class that combines traditional classroom instruction with online instruction. A class that meets only for testing or optional review sessions is NOT a blended course.
Who should take a blended course?
Blended courses are ideal for students that need flexibility through online instruction, but also need face to face instruction as part of their learning style.
What are the time criteria for defining a blended course?
The course must meet on campus for a minimum of 25% of the total course time (12 contact hours in a three-credit class) and a maximum of 75% of the total course time (36 contact hours in a three-credit class). This includes the final examination period.
How are blended courses scheduled in terms of college time slots?
Daytime and twice weekly evening blended courses divide a traditional course time slot. For example, two instructors who want to teach blended courses would divide a 9:25-10:50 time slot in the same room on Tuesdays and Thursdays. The first professor would be able to meet her class in the room on Tuesdays, and the second professor would be able to meet his class in the room on Thursdays.
Evening instructors whose class would meet once a week are scheduled for the entire time slot they would take for a traditional class. Instructors may then choose which weeks their classes will meet within the guidelines specified above.
Faculty members are strongly encouraged to meet with their classes in person the first two weeks to give an orientation to the course and allow for late registrants.
Who can teach blended courses?
Any faculty member who holds Internet certification can teach blended courses. Internet files for blended courses are reviewed using the same criteria as courses that are entirely online. Anyone who enjoys teaching with technology but also wants face-to-face interaction with students is a good candidate for the blended method.
What benefits do blended courses offer?
Blended courses allow faculty members to combine the best of online teaching with the reinforcement and personal contact of traditional instruction. National surveys report that students prefer blended courses over other modes of instruction. Also, this method allows for more classes to be scheduled during peak times and thus gives students the opportunity to take more coursework.
What incentives are offered for faculty members to develop blended courses?
The Evening, Weekend, and Distance Education division offers a stipend equal to a one-credit overload for development of blended course files. This amount will vary depending on the degree held by the developer. The files must contain substantial modifications from the original Internet course files. If a course has never been taught online, the stipend is equal to a three-credit overload.
How are blended courses designated in the course schedule and Passport?
Blended courses are designated with section numbers 80-84 in the course schedule. In Passport, they are marked as Session C. They are also designated with both a course meeting room and time and the TBA designation for the web portion of the class.
Where can I learn more about blended courses?
The Instructional Innovation Center will be offering a workshop on blended courses late in the Fall 2005 semester. You can also contact Dr. Dawn Elmore-McCrary, Blended Learning Coordinator, at extension 2513 or delmorem@accd.edu for course development assistance. Departments are encouraged to explore this new alternative instructional modality.
For further reading on the subject, consult the following sources:
Garner, Carla and Robert Kaleta. “Introduction to Hybrid Courses.”
Teaching with Technology 8.6 (2002). 12 August 2004.
http://www.uwsa.edu/ttt/articles/garnham.htm
“Hybrid Classes: Maximizing Resources and Student Learning.” The Teaching-Learning Center. 03 November 2003 . Durham Technical Community College. 13 August 2004. http://courses.durhamtech.edu/tlc/www/html/Special_Feature/hybridclasses.htm
Kaufmann, Kristina. “Creating a Hybrid Course.” Political Science Department Website. 17 October 2000 . Riverside Community College. 10 August 2004.
http://www.academic.rccd.cc.ca.us/~polsci/kauffman/Hybrid/01hybrid.html
Sorg, Stephen, Frank Juge, and Robert Bledsoe. “Asynchronous Learning Networks for Distributed Learning.
” UCF Virtual Campus. 03 July 2003. University of Central Florida. 15 August 2004.
http://reach.ucf.edu/~aln/RUFIS/rufis.html
University of Wisconsin— Milwaukee Learning Technology Center. Hybrid Course Website.
10 June 2004 . 14 August 2004.
http://www.uwm.edu/Dept/LTC/hybrid/
