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Blended Course Design: Where's the Pedagogy?

Blended Course Design: Where's the Pedagogy?

Patricia McGee
Copyright: © 2014 |Volume: 6 |Issue: 1 |Pages: 23
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781466655539|DOI: 10.4018/ijmbl.2014010103
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MLA

McGee, Patricia. "Blended Course Design: Where's the Pedagogy?." IJMBL vol.6, no.1 2014: pp.33-55. http://doi.org/10.4018/ijmbl.2014010103

APA

McGee, P. (2014). Blended Course Design: Where's the Pedagogy?. International Journal of Mobile and Blended Learning (IJMBL), 6(1), 33-55. http://doi.org/10.4018/ijmbl.2014010103

Chicago

McGee, Patricia. "Blended Course Design: Where's the Pedagogy?," International Journal of Mobile and Blended Learning (IJMBL) 6, no.1: 33-55. http://doi.org/10.4018/ijmbl.2014010103

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Abstract

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

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