Blended learning, blended instruction: a case study in course re-design

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dc.contributor.authorBeatty, Susan
dc.contributor.authorHoffman, Nadine
dc.contributor.authorLee, Jennifer
dc.contributor.authorFeng, Patrick
dc.contributor.authorMcDermott, Brenda
dc.date.accessioned2015-07-15T22:31:02Z
dc.date.available2015-07-15T22:31:02Z
dc.date.issued2015-06
dc.descriptionPresented at EuroSoTL 2015: Bridging Boundaries through the scholarship of Teaching and Learning, UCC, Cork, June 2015.en_US
dc.description.abstractUsing a course redesign initiative as an opportunity for research, an instructor, three librarians, and a writing specialist collaborated to investigate students' responses to a partially flipped, blended approach to learning in an interdisciplinary first- year science and technology course. The instructor invited librarians and a writing specialist to collaborate with him to develop course content which focused on improving the students' research and writing skills in an inquiry based, learner centric course. The redesign included partially flipped instruction on research skills, writing and citation in advance of classroom instruction. This was an instructional shift for the teachers and students. Students were asked to take more responsibility for their learning outside of the classroom and in advance of instruction, while we teachers took on the responsibility to create a learning experience whereby students could learn and apply new skills during class. It was a challenge to enter into this contract and to negotiate our way through a course redesign that has more than its fair share of new (to us) elements: online delivery, informative short, instructional videos, pre tests, post-tests, new content, and practical learning activities aligning with the content and the learning outcome timetable. As the course ended, students were surveyed on their understanding of their learning experience. The results tell us there is more work to be done in course development and student engagement with learning. Students did not necessarily understand the purpose and benefit of pre- class assignments, nor did they all participate. This presentation is a summary of the steps taken in course redesign and review the results of the student survey relating to the instructional elements.en_US
dc.description.refereedYesen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/29838
dc.identifier.urihttp://hdl.handle.net/1880/50611
dc.language.isoenen_US
dc.publisher.corporateUniversity of Calgary
dc.publisher.facultyLibraries & Cultural Resourcesen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsAttribution Non-Commercial No Derivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectLibrary & Information Scienceen_US
dc.subjectblended learningen_US
dc.subjectcourse re-designen_US
dc.subjectpecha kuchaen_US
dc.titleBlended learning, blended instruction: a case study in course re-designen_US
dc.typePresentationen_US
thesis.degree.disciplineLibrary
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