Unit 3 Discussion 1

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Dec 6, 2023

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Unit 3 Discussion 1 Due to the arrival of COVID-19, the university setting on in-person courses was suddenly shifted to strictly online for every student around the world. Not every learner does well with online courses and struggle to keep up with the material. Some individuals need that one-on-one time with the professor and interaction with peers to push through the class. Unfortunately, COVID- 19 caused many students to drop out of college and wait until the anticipated return of in-person classes. Therefore, the introduction of blended courses really spoke to me due to the multiple delivery methods it offered, the more options for the students it presented, and pushing students to be responsible for their own learning. It was perfect for a “test” of sorts, to see if returning to campus would benefit the majority of the learning population. Yet, I did notice that McGee & Reis (2012) barely touched upon the educational theory and emphasized the usage of technology more so, yet, I still believe that the overall design is adequate. I would incorporate Cognitive Load Theory into the blended course design, simply because there are online aspects of learning for the class as well as in-person. Those learners who struggle with the online portion but succeed with the in-person section may need additional help or a new perspective on retaining new material. Since cognitive load theory focuses upon working memory, reflection, and interaction between learners, I believe this would be a way to encourage the students to engage more with their classmates not only in-person, but on the online learning format as well to discuss assessments, study guides, and methods of studying for examinations (Janssen et al., 2020). Blended courses, however, are the perfect type of class to present multiple methods of delivery for the student needs, due to the usage of technology and the application of educational theories (McGee & Reis, 2012). Many students found blended courses to be a flexible option, with both an online learning opportunity and an in-person scheduled time for interaction with peers and faculty. While most of the course material is online, the in-person time is when the professor can answer questions and go over the fine details to help students in better understanding. Most professors record videos of lectures for students to watch online, and then during the in-person meeting hours, may answer inquires upon the material. The blended course design gives the student more flexibility for sure, but also makes the learner responsible for their own learning of the course’s material (McGee & Reis, 2012). References Janssen, J. J. H. M., info:eu-repo/dai/nl/242063667, Kirschner, P. A., Gog, L. v., & Education and Learning: Development in Interaction. (2020). Applying collaborative cognitive load theory to computer-supported collaborative learning: Towards a research agenda. Educational Technology Research and Development, 68 (2), 783-805. https://doi.org/10.1007/s11423-019- 09729-5 McGee, P., & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks , 16 (4), 7–22. https://doi.org/10.24059/olj.v16i4.239

(Janssen et al., 2020).

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