Blended/hybrid courses: a review of the literature and recommendations for instructional designers and educators
Document Type
Article
Publication Date
11-2-2014
Abstract
This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words “blended” and “hybrid.” A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint.
Recommended Citation
Helms, Samuel A., "Blended/hybrid courses: a review of the literature and recommendations for instructional designers and educators" (2014). Regis University Faculty Publications (comprehensive list). 601.
https://epublications.regis.edu/facultypubs/601