Blending across the curriculum

Abstract

By deliberately planning a number of blended courses within the science curriculum a more learner-centred program was created. This paper presents evidence that blending can improve efficiency as measured by increases in student satisfaction, increased enrolment, greater flexibility with scheduling, and shorter time to graduation. By deploying similar pedagogies and technologies across a range of courses the extraneous cognitive load for learners can be decreased. The most important technologies discussed in this article are: screencasting, clickers, and online quizzes. The findings presented here suggest that blending across an entire curriculum holds great potential for institutions to increase efficiency and effectiveness of programs.