Blended Delivery: What We Learned from Pilots at Six Colleges (2012)

Between December 2010 and January 2012, Ontario’s College Sector Committee (CSC) carried out a project on “blended delivery” of adult upgrading (AU) and literacy and basic skills (LBS) programs, an approach that combines traditional classroom instruction with web-based learning.

The project included the delivery of pilot courses at six of Ontario’s colleges. In this document, the author discusses what was learned from those projects and offers recommendations for the future.

Evaluation showed that the majority of students were satisfied with blended delivery, citing flexibility and convenience as two reasons for their satisfaction. However, technical issues can frustrate students and affect their satisfaction. Teachers require training, technical support, and course redevelopment time to make a successful transition to blended delivery.

Recommendations to emerge from the project include ensuring that there is both departmental and college support to proceed with blended delivery; ensuring that training is provided for faculty, along with development time for course redesign; encouraging faculty to start small with simple, integrated learning activities; and ensuring that technical support is available for both faculty and students.

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2013-05-31
APA citation
Bea Clark. Blended Delivery: What We Learned from Pilots at Six Colleges 2012. Web. 25 Oct. 2020 <http://en.copian.ca/library/learning/college_sector_committee/blended_delivery_pilots/blended_delivery_pilots.pdf>
Bea Clark (2012). Blended Delivery: What We Learned from Pilots at Six Colleges. Retrieved October 25, 2020, from http://en.copian.ca/library/learning/college_sector_committee/blended_delivery_pilots/blended_delivery_pilots.pdf
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