Blended Learning Design and Teaching Strategies: Case of the Program Planning Course

Blended Learning Design and Teaching Strategies: Case of the Program Planning Course

Peggy Hui-Chuan Wei (National Chung Cheng University, Taiwan) and Huang Chin-Yun (National Chiayi University, Taiwan)
DOI: 10.4018/978-1-4666-2014-8.ch007
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Abstract

This chapter reports the findings from a study about the teaching strategies and implementation methods of a blended Program Planning course. An action research design was used to conduct the research. The chapter sought to understand the effectiveness of the teaching strategies that helped achieve the learning objectives. The study found that student’s program planning ability increased significantly after taking the course. Undergraduate, postgraduate, and part-time graduate students show significant improvement after taking this course. However, undergraduate and graduate students excel in different types of abilities. Implications are analyzed for best practices in blended learning and teaching.
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Blended Learning Is A Step Toward Creative Teaching

The term blended learning is being used frequently in both the academy and the industry. There are various definitions of blended learning. According to Graham (2006), “blending learning systems combine face-to-face instruction with computer-mediated instruction” (p.5). There is no consensus over what items should be mixed. Examples may include different media, varying pedagogical approaches, or the mix of theoretical with practical work. In other words, blended learning is the combination of different types of learning such as online learning, online discussion, online tutorial, and face-to-face lecture.

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