Design Considerations for Supporting the Reluctant Adoption of Blended Learning

Blended learning, described as the integration of online and classroom teaching, can range in complexity from the augmentation of traditional instructional methods to transformational course redesign. In this case study, an introductory communication course was redesigned by a team to blend online and classroom learning. Where team design approaches typically involve instructor participation, thereby allowing them to reconceptualize their teaching using technology, this paper examines how various design choices, with little instructor input, affected their ability and willingness to adapt to the blended course environment. Through an analysis of semi-structured interviews with instructors over two iterations of the course design, this paper provides insight into how the instructors, who were experienced with teaching in a traditional setting, struggled with the new format. The analysis reveals three themes connected to pedagogical decision-making–consistency versus flexibility, pedagogical dissonance, and student–instructor engagement–that describe the challenges instructors face in this changing environment. Suggestions are offered for institutions and course designers looking to implement blended learning programs.