Facetiously described as the "third generation" of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.
|Original language||English (US)|
|Title of host publication||Models for Improving and Optimizing Online and Blended Learning in Higher Education|
|Number of pages||18|
|ISBN (Print)||9781466662827, 9781466662810|
|State||Published - Jul 31 2014|
ASJC Scopus subject areas
- Social Sciences(all)