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ERIC Number: EJ1083526
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 4
The Challenge of Designing Blended Courses: From Structured Design to Creative Faculty Support!
Canadian Journal of Learning and Technology, v41 n4 2015
This case study deals with the implementation of an e-learning program in a business school in Canada. Cabot Business School decided to offer the program in a blended format so as to increase the flexibility of the program for clientele enrolled in the undergraduate certificate program. A pilot was initiated in 2009 starting with four hybrid courses. Now, three years later, 35 courses are being offered in blended mode by lecturers and a handful of professors who, for the most part, had no previous experience teaching online. Given the rapid development of this program, this case deals with how the instructional designer, without the benefit of any additional resources, managed to juggle both the development of the certificate program as well as parallel projects. The issues encountered deal with the extent to which the instructional designer can support faculty who are converting their courses from in-class to online, one of the main design challenges encountered by faculty. This case describes training strategies and implemented solutions provided by the instructional designer as well as the results obtained, faculty perceptions, and food for thought on the possible evolution of the role of the instructional designer.
Descriptors: Foreign Countries, Blended Learning, Instructional Design, Case Studies, Business Administration Education, Educational Technology, Online Courses, Program Development, College Faculty, Teaching Methods, Teacher Attitudes, Undergraduate Study, Models, Program Evaluation, Questionnaires, Curriculum Development, Workshops, Faculty Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada