Moving From Passive to Active Blended Learning: An Adopter's Experience

David Starr-Glass

Source Title: Cases on Active Blended Learning in Higher Education

ISBN13: 9781799878568|ISBN10: 1799878562|ISBN13 Softcover: 9781799878575|EISBN13: 9781799878582

DOI: 10.4018/978-1-7998-7856-8.ch002

MLA

Starr-Glass, David. "Moving From Passive to Active Blended Learning: An Adopter's Experience." Cases on Active Blended Learning in Higher Education, edited by Brenda Cecilia Padilla Rodriguez and Alejandro Armellini, IGI Global, 2021, pp. 23-42. https://doi.org/10.4018/978-1-7998-7856-8.ch002

APA

Starr-Glass, D. (2021). Moving From Passive to Active Blended Learning: An Adopter's Experience. In B. Padilla Rodriguez & A. Armellini (Eds.), Cases on Active Blended Learning in Higher Education (pp. 23-42). IGI Global. https://doi.org/10.4018/978-1-7998-7856-8.ch002

Chicago

Starr-Glass, David. "Moving From Passive to Active Blended Learning: An Adopter's Experience." In Cases on Active Blended Learning in Higher Education, edited by Brenda Cecilia Padilla Rodriguez and Alejandro Armellini, 23-42. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7856-8.ch002

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Abstract

This chapter is a reflection on practice that resulted in the incorporation of an active blended learning approach in courses which the author facilitates for transnational students. These courses were popular, received very favorable student evaluations, and seemed successful in delivering their learning goals. However, there was a growing realization that the dynamics of these courses could be enhanced and made more effective in terms of student engagement. There was also a concern that the “blending” in the course designations might be more of an administrative classification than a thoughtful combination of the best features of distance online learning and face-to-face instruction. The chapter details the author's reflection on practice in course design and facilitation. It reviews the identification of areas of concerns and missed opportunities in these learning environments. Finally, the chapter considers the implementation and result of actions taken to revise and reposition these courses through an active blended learning paradigm.