[Catalist] Designing and Evaluating a Blended or Online Course

[Michael McGarry]

Designing and Evaluating a Blended or Online Course

Greetings CATALIST and ASTARIX 2.0 Subscribers,

“Blended learning is a flexible approach to the design, development and delivery of learning and teaching. It is a hybrid of online learning and traditional face-to-face learning, the one enhancing the other.”

“In a blended course, Instruction may occur in the classroom, online, or in both settings. The online component (a range of learning activities using online learning environments) becomes a natural extension of traditional classroom learning.”

URL 1: https://teaching.unsw.edu.au/blended-learning <https://teaching.unsw.edu.au/blended-learning>
Exploring Technology-Mediated Learning from a Pedagogical Perspective

Oliver and Herrington state that: “Technology-based approaches to learning provide many opportunities for constructivist learning through their provision and support for resource-based, student-centred settings and by enabling learning to be related to context and practice.”

URL 2: http://web.mit.edu/jrankin/www/technology/technology_mediated.pdf <http://web.mit.edu/jrankin/www/technology/technology_mediated.pdf>
Characteristics of Constructivist Learning & Teaching 

URL 3: http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html <http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html>
Conceptual Understanding Procedure (CUP)

“A Conceptual Understanding Procedure, or CUP, is a teaching procedure designed to aid development of understanding of concepts that students find difficult. They have been developed in physics but could be designed for other areas of study such as chemistry, mathematics and biology.”

“They are constructivist in approach, i.e. they are based on the belief that students construct their own understanding of concepts by expanding or modifying their existing views. The procedure also reinforces the value of cooperative learning and the individual student’s active role in learning.”

“CUPs are set in real-world rather than idealised or contrived situations so they encourage the learner to explore authentic contexts.”

URL 4: http://monash.edu/science-education/2015/resources/conceptual-understanding-procedure/ <http://monash.edu/science-education/2015/resources/conceptual-understanding-procedure/>
Evaluating a Blended or Online Course

How do I evaluate a blended or online course?

URL 5: https://teaching.unsw.edu.au/evaluating-blended-or-online-course <https://teaching.unsw.edu.au/evaluating-blended-or-online-course>
URL 6: https://www.iup.edu/teachingexcellence/teaching-resources/online-student-evaluation-questions/ <https://www.iup.edu/teachingexcellence/teaching-resources/online-student-evaluation-questions/>
URL 7: https://distance.fsu.edu/docs/assessment/eSPCI.pdf <https://distance.fsu.edu/docs/assessment/eSPCI.pdf>
Questions: Have any colleagues solicited feedback from their students using online questionnaires? If you have used online questionnaires would you like to share your questionnaires with your science colleagues?  

With Best Wishes and Thanks,

Michael John McGarry

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