Instructor Challenges, Strategies, and Satisfaction in Blended Courses: a Case Study

The EDLI team has been studying Hyflex teaching and learning practices for the past 2 years. Some of our work highlighting instructor challenges, strategies and recommendations was recently published in TechTrends.

Abstract and link to the article below.

Blended courses offer a mix of in-person and online attendance options, with an emphasis in our study on courses that allow synchronous attendance of students in both modalities. We explored blended course instructors’ challenges, strategies, recommendations, and satisfaction in nine university courses across various disciplines. Course observations, instructor interviews, and surveys showed that technical issues, student engagement, and student interaction were primary challenges. Instructors integrated technological, pedagogical, and class management strategies to address the challenges. They also recommended that prospective blended instructors seek external support, particularly for developing technological competence, and maintain an open-minded approach to blended courses. Instructor satisfaction was related to interaction level between online and face-to-face students, perceived student learning benefits, class size, and availability of teaching assistants. Findings have implications for best practices in technology, course design, and instructor support mechanisms to promote effective learning in blended courses.

Scott Schopieray

Dr. Scott Schopieray is the Assistant Dean for Academic and Research Technology in the College of Arts & Letters at Michigan State University. He is a core team member of the Enhanced Digital Learning Initiative (EDLI) where he focuses on institutional strategy, motivation to teach with technology, and technological structures to support digital teaching and learning. Dr. Schopieray is also Associate Director of MESH Research, a center focusing on the future of digital scholarly publishing.