In higher education blended learning has become an important methodology for teaching and learning. In the past few years the university professors interest in this modality has increased and for this reason UVG has been supporting them in the design, development and delivery of blended learning courses.

We firmly believe that it is necessary to provide support and help professors develop the skills they need to carry out the work with blended learning courses. This aroused in us the concern to collect practical resources for the design and development of courses. It is for this reason that we have created this compendium of resources that we now make available to teachers and that we hope to continue enriching. These resources contain examples of proven good practices, practical tools and high quality literature on blended learning that have been useful in the design of courses.

BLENDED LEARNING BEST PRACTICES

Below you will find a series of links to sites and documents that record proven best practices for the design and development of blended courses.

Chatfield, K. (2010). Content “loading’ in hybrid/ blended learning. Sloan-C Effective Practice.

CONTENT ``LOADING`` IN HYBRID/BLENDED LEARNING

McGee, P. (2011). Models of blended course design.

MODELS OF BLENDED COURSE DESIGN

McGee, P., & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.

BLENDED COURSE DESIGN: A SYNTHESIS OF BEST PRACTICES

McGee, P. (2014). Blended Course Design: Where’s the Pedagogy? International Journal of Mobile and Blended Learning (IJMBL), 6(1), 33-55.

BLENDED COURSE DESIGN: WHERE'S THE PEDAGOGY?

Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? Blended Learning in Higher Education: Policy and Implementation Issues, 18, 15–23.

BLENDED LEARNING: A DANGEROUS IDEA?

Picciano, A. G., Dziuban, C. D., & Graham, C. R. (2013). Blended learning: Research perspectives (Vol. 1). Routledge.

BLENDED LEARNING: RESEARCH PERSPECTIVES

Picciano, A. & Graham, C. R. (2016). Digital Scholarship Series: How we got here! The evolution of research & models of online & blended education. Online Learning Consortium.

THE EVOLUTION OF RESEARCH AND MODELS OF ONLINE & BLENDED EDUCATION

Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education, 28, 17-27.

A QUALITATIVE ANALYSIS OF INSTITUTIONAL DRIVERS & BARRIERS TO BLENDED LEARNING ADOPTION IN HIGHER EDUCATION

Shand, K., Farrelly, S. G., & Costa, V. (2016). Principles of Course Redesign: A Model for Blended Learning. In G. Chamblee & L. Langub (Eds.), Society for Information Technology & Teacher Education International Conference 2016 (pp. 378–389). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

PRINCIPLES OF COURSE REDESIGN: A MODEL FOR BLENDED LEARNING

Wang, Y., Han, X., & Yang, J. (2015). Revisiting the Blended Learning Literature: Using a Complex Adaptive Systems Framework. Educational Technology & Society, 18(2), 380-393.

REVISITING THE BLENDED LEARNING LITERATURE

National Center for Academic Transformation. The replacement model.

THE REPLACEMENT MODEL

“The replacement model reduces the number of in-class meetings and a) replaces some in-class time with out-of-class, online, interactive learning activities, or b) also makes significant changes in remaining in-class meetings.

The following links, sorted by redesign model, include contact information, one-page project abstracts, full academic plans, full cost savings plans, ongoing progress reports and final outcome reports for each institution.”

BLENDED LEARNING RESOURCES AND TOOLS

Below you will find some resources and tools that will be very useful for the design, development and evaluation of your blended courses.

10 best practices to follow when creating a custom learning experience.

10 BEST PRACTICES

Online Learning Consortium (2015). Quality scorecard for blended learning programs.

QUALITY SCORECARD FOR BLENDED LEARNING PROGRAMS

Principles & best practices for a well-designed Canvas course site.

PRINCIPLES & BEST PRACTICES FOR A WELL-DESIGNED CANVAS COURSE SITE

Canvas courses on how to use Canvas

Canvas Instructor Documentation and Tutorials

Canvas Training Center

BLENDED LEARNING ADDITIONAL LITERATURE

Below you will find additional literature about blended courses that will be very useful for the development and design of these courses.

Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework Using a multi-institutional sample. Internet and Higher Education, 11(3-4), 133–136. doi: 10.1016/j.iheduc.2008.06.003
Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: challenges and perspectives. Research in Learning Technology, 18(1).
DeLacey, B. J., & Leonard, D. A. (2002). Case study on technology and distance in education at the Harvard Business School. Educational Technology & Society, 5(2), 13–28.
Dziuban, C. D., & Picciano, A. G. (2016). What the future might hold for online and blended learning research. In Dziuban, C. C., Picciano, A. G., Graham, C. R., & Moskal, P. D. (Eds.). Conducting research in online and blended learning environments: New pedagogical frontiers. New York: Routledge.
Francis, R., & Raftery, J. (2005). Blended learning landscapes. Brookes eJournal of learning and teaching, 1(3). 1-5.
Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105. Doi: 10.1016/S1096-7516(00)00016-6
Graham, C. R., Henrie, C. R., & Gibbons, A. S. (2014). Developing models and theory for blended learning research. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended learning: Research perspectives, Volume 2 (pp. 13–33). New York, NY: Routledge.
Graham, C.R., Woodfield, W., & Harrison, J.B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18(3), 4-14. Doi:10.1010/j.iheduc.2012.09003.
Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20-34.
Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20-34. Doi: 10.1016/j.iheduc.2013.09.004
Kiviniemi, M. T. (2014). Effects of a blended learning approach on student outcomes in a graduate-level public health course. BMC Medical Education, 14(1), 1.
Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an adult-serving university to a blended learning model. The Journal of Continuing Higher Education, 60(1), 2–11.
Ma’arop, A. H., & Embi, M. A. (2016). Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature. International Education Studies, 9(3), 41.

Ma’arop, A. H., & Embi, M. A. (2016). Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature. International Education Studies, 9(3), 41.
Moskal, P. (2016). Incorporating the scholarship of teaching and learning (SoTL) into instruction. In Dziuban, C. C., Picciano, A. G., Graham, C. R., & Moskal, P. D. (Eds.). Conducting research in online and blended learning environments: New pedagogical frontiers. New York: Routledge.
Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, 19(3), 207–216.
Pérez, M. L., López, M. P., & Ariza, L. R. (2013). Application of Blended Learning in Accounting: A Comparative Analysis of Different Degrees in Higher Education. Revista de Educación, 360, 461-482.
Picciano, A.G. (2016). Research in online and blended learning: New challenges, new opportunities. In Dziuban, C. C., Picciano, A. G., Graham, C. R., & Moskal, P. D. (Eds.). Conducting research in online and blended learning environments: New pedagogical frontiers. New York: Routledge.
Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016) A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education, 28, 17-27. Doi: 10.1016/j.iheduc.2015.08.003.
Reeves, T.C. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.
Ross, B., & Gage, K. (2006). Global perspectives on blending learning. The handbook of blended learning, 155-168.
Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51-54.
Spanjers, I. A., Könings, K. D., Leppink, J., Verstegen, D. M., de Jong, N., Czabanowska, K., & van Merriënboer, J. J. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review,15, 59-74. Doi: 10.1016/j.edurev.2015.05.001.
The National Research Center for Distance Education and Technological Advancements (DETA). (2015). DETA research toolkit. University of Wisconsin-Milwaukee.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 425-478.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational technology research and development, 53(4), 5-23.
Watson, J. (2008). Blended learning: The convergence of online and face-to-face education. Vienna, VA: North American Council for Online Learning.