Many post-secondary institutions are facilitating the increased demand for higher education and the perceived convenience associated with asynchronous learning by offering blended learning. Moving to blended learning involves a process of converting face-to-face classes to blended (hybrid) classes, while maintaining the integrity of the former course. This conversion to blended learning, though not always straightforward, can be successful after identifying existing and required course content and material, which are essential for successful learning outcomes. To encourage these learning outcomes and maximize successful conversion of face-to-face classes to blended ones, we need to examine case studies of courses that allowed for positive learning outcomes in a supportive learning environment. Therefore, the purpose of this session is for participants to explore case studies and discuss the possibilities and challenges involved in converting a face-to-face class to a blended one, while exploring the:
1. dynamics that facilitate successful course conversion; 2. pedagogical implications of changing the delivery mode; and 3. barriers encountered when moving courses to an online space.
References:
Baran, E., Correia, A-P., Thompson, A.D. Tracing Successful Online Teaching in Higher Education: Voices of Exemplary Online Teachers. Teachers College Record 115, March 2013, 1-41.
Carbonell, Katerina Bohle, Dailey-Hebert, A., Gijselaers W. Unleasing the Creative Potential of Faculty to Create Blended Learning. Internet and Higher Education 18, 2013, 29-37.
Cowan, P., Neil P.S., Winter E. A Connectivist Perspective of the Transition from Face-to-Face to Online Teaching in Higher Education. International Journal of Emerging Technologies in Learning 8(1), March 2013, 10-19.
