Optimizing Blended Teaching and Learning in Brick-and-Mortar Institutions

Abstract

The increase of blended instructional offerings in brick-and-mortar institutions provides leverage for the appropriate utilization of technology for instruction to optimize learning and serve a generation of learners who prefer such environments. However, the question of appropriate use of technology to improve student performance rests on teacher belief. Where faculty believe that they are content experts who should be trusted to deliver instruction as they see fit, the integration of technology becomes a choice. Some faculty see a clear demarcation between curriculum development and instruction as two separate processes involving separate activities (Heinich, 2011). The missing link appears to be a lack of appreciation for the benefits of instructional design principles that increase learning outcomes as a result of interactivity. This chapter focuses on the need for the inclusion of instructional design principles for in-service and pre-service teacher professional development to assist faculty transition effectively to blended instructional delivery. Barriers that impede the appropriate use of technology for blended delivery need to be identified and alternative approaches need to be applied to assist instructors and increase the effective use of technology in blended learning environments that are more learner-centered.