This event has ended. Visit the official site or create your own event on Sched.
Back To Schedule
Wednesday, June 22 • 11:15 - 12:15
CON01.07c - Encouraging Student Agency though Blended Course Design

Sign up or log in to save this to your schedule, view media, leave feedback and see who's attending!

Blended learning, which is a combination of face-to-face and online delivery methods, can influence students' perceptions of the learning environment and, subsequently, their study experiences, learning outcomes, and ultimate academic achievement (Poon, 2013; Garrison and Kanuka, 2004). The blended mode of course delivery also poses a challenge to instructors because it requires them to move towards a constructivist approach to learning and teaching (Redmond, 2011).

Situated within action research, a framework that utilizes self-reflective enquiry in order to improve one’s own practices (Carr and Kemmis, 1986), this interactive session will showcase a third year special topics course in Women and Gender Studies, which was designed in a format that reduced face-to-face class time to 50 percent. Participants will hear reflections and lessons learned from the course instructor, students and instructional design facilitator who provided support to the instructor through the development process. We will consider the role of the instructor and the impact of blended course design on student learning. The aim of the session is to underline the importance of understanding students' perceptions of the blended learning environment as an important factor influencing their learning success (Entwistle, McCune and Hounsell, 2002) and enabling agency, and to provide participants with concrete tips that they can implement in their own blended and online projects to help students overcome challenges and succeed.

Learning Outcomes:

By the end of this session, participants will be able to:

  1. Identify benefits of, impediments to, and effective practices associated with designing and teaching a blended course

  2. Recognize anxieties that students may face when learning in the blended environment for the first time

  3. Reflect on how they might adapt some effective blended learning practices in their own teaching context.


Jordan Fairbairn

Jordan Fairbairn is a Postdoctoral Fellow at the Centre for Research & Education on Violence Against Women & Children (CREVAWC), Western University. Her teaching and research focus on gender, violence, and media, with a particular interest in the role of social media and digital technologies... Read More →

Dragana Polovina-Vukovic

Dragana Polovina-Vukovic is Instructional Design and Research Facilitator, Educational Development Centre at Carleton University. Dragana’s interest is in enhancing educational practices in postsecondary education. She has published articles in this field and presented at various... Read More →

Wednesday June 22, 2016 11:15 - 12:15 EDT
UCC 60