An Instructional Design Model for Blended Higher Education

George Hack


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Abstract


Instructional design models that are used by many higher education institutions to guide course design are insufficient for the unique opportunities of blended learning. Many established models are not practical tools for college faculty to use independently in the design of courses. Models like A.D.D.I.E., use a linear approach that can translate more easily into practical stages of course design, yet are historically rooted in the rapid prototyping of educational technologies or for designing military training and are inadequate for the complex demands of higher education, where learning outcomes are geared toward higher order thinking, scientific/clinical reasoning, and a syntheses of ideas into new knowledge. Presented here is an instructional design model that strategically incorporates the nuances of higher education, yet is practically framed to assist faculty with design challenges.

RECEIVED 20 Janury 2016, REVISED 11 June 2017, ACCEPTED 11 June 2017



Keywords


instructional design, model, higher education, blended course, course design

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References


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Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1996). Instructional Media and Technologies for Learning. New York, NY: Macmillan.

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Willis, B. (1993). Distance Education: A Practical Guide. Englewood Cliffs, NJ: Educational Technology Publications.


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Journal of Learning and Teaching in Digital Age. All rights reserved, 2016. ISSN:2458-8350