7 Conclusion

In this chapter we considered the place of blended learning in higher education, and we began to grapple with some of the design issues associated with such courses. We explored design as a more mechanistic, controlled process, and we contemplated how design of blended courses can be undertaken as a more emergent pursuit. Perhaps we can see something of the “loosely articulated design process” identified by McGee and Reis (2012, p.17) in their study of blended learning best practices. As we turn our attention to interaction in the next chapter, we should continue to keep the design process in mind.


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Blended Learning Handbook by University of Alberta Centre for Teaching and Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.


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