[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597750-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597750-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-challenge-of-designing-blended-courses-from-structured-design-to-creative-faculty-support","The Challenge of Designing Blended Courses - from Structured Design to Creative Faculty Support","","Case study on implementing a blended learning program at a Canadian business school, expanding from a 2009 pilot of four hybrid courses to 35 blended courses three years later. It focuses on how an instructional designer—without extra resources—managed parallel development work and faculty course conversion from in-class to online. It examines training strategies, solutions, faculty perceptions, and the future evolution of the instructional designer’s role, within two blended course models and newly added virtual classroom technology.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-challenge-of-designing-blended-courses-from-structured-design-to-creative-faculty-support/597750/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-challenge-of-designing-blended-courses-from-structured-design-to-creative-faculty-support/597750.png","ImageObject",300,407,{"name":42,"@type":43},"SANS","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the blended format at Cabot Business School?","Question",{"text":63,"@type":64},"It was adopted to increase flexibility for the undergraduate certificate clientele by combining on-campus teaching advantages with online learning flexibility.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the program scale after the initial pilot?",{"text":68,"@type":64},"The pilot started in 2009 with four hybrid courses, and after three years it expanded to 35 courses offered in blended mode by lecturers and a small group of professors.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenge does the case study emphasize about faculty support?",{"text":72,"@type":64},"It focuses on the extent to which the instructional designer can support faculty converting courses from in-class delivery to online formats, including the design and delivery work during the transition.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597750,1792165335,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Challenge of Designing Blended Courses: from Structured Design to Creative Faculty Support!  \nLes beaux défis du design de cours hybrides : du design structuré à l’accompagnement créatif !  \nCatherine Carré  \nAbstract  \nThis case study deals with the implementation of an e-learning program in a business school in Canada. Cabot Business School decided to offer the program in a blended format so as to increase the flexibility of the program for clientele enrolled in the undergraduate certificate program. A pilot was initiated in 2009 starting with four hybrid courses. Now, three years later, 35 courses are being offered in blended mode by lecturers and a handful of professors who, for the most part, had no previous experience teaching online. Given the rapid development of this program, this case deals with how the instructional designer, without the benefit of any additional resources, managed to juggle both the development of the certificate program as well as parallel projects. The issues encountered deal with the extent to which the instructional designer can support faculty who are converting their courses from in-class to online, one of the main design challenges encountered by faculty. This case describes training strategies and implemented solutions provided by the instructional designer as well as the results obtained, faculty perceptions, and food for thought on the possible evolution of the role of the instructional designer.  \nKey words: Canada – certificate program – blended learning – alternate design model – course conversion – training strategies – instructional designer workload  \nThe institutional setting  \nThe Cabot Business School, part of a large Canadian university, has enrollments of 12,000 students with about half these enrollments in an undergraduate certificate program. The certificate program director has the mandate to develop the online component. The idea of using a blended approach, which combines the advantages of oncampus teaching and the flexibility of online learning, has been fully adopted. Blended courses provide students with the kind of flexibility they need to juggle work, study and family lives.  \nWithin the blended approach, two different models have been implemented in the pilot project, a thematic model and an alternate model (see figure 1) . Starting with the alternate model, an on-campus class is followed by an online class right up to the end of the course. In the thematic model, blocks of two on-campus classes are followed by a block of three online classes. A new virtual classroom system has been added to other asynchronous technologies available at the university.  \nDuring the first year, the development of the blended courses was in full swing. The first four blended courses included three courses in the field of management and one in the field of logistics. Four faculty members were involved. In year two, six new faculty members joined the project. In year three, eight new faculty members joined and in year four, ten new faculty (see figure 2), mostly seasoned lecturers. Simultaneously, several other projects linked to online learning were also underway in other faculties and schools.  \nRather than looking at the evolution of any one course in particular, this case study focuses on the support offered by the instructional designer to faculty specifically related to course design and delivery of these blended courses.  \nA huge challenge! The actors:  \nJane: a senior instructional designer  \nSandra: an instructional designer  \nFaculty: Year 1 : Bernard, Julia, Natasha (adjuncts); Andrew (full time lecturer)  \nFaculty: Year 2: George, Vivian, Alexander, Adrian (lecturers); Eve, Lewis (full time lecturer)  \nWhen Jane joined the instructional team in November, the first four blended courses were already being offered as part of the pilot project. Jane, as a former senior designer for a private instructional design company, had previously worked on a number of online training pro","cbCaiif2oEPFQ5lY","https://ap.wps.com/l/cbCaiif2oEPFQ5lY","pdf",861183,29,"English","# The Challenge of Designing Blended Courses\n## Institutional setting\n## Blended-course models in the pilot\n## Program development by year\n## The actors and roles\n## Tools and faculty training approach","[{\"question\":\"What was the purpose of the blended format at Cabot Business School?\",\"answer\":\"It was adopted to increase flexibility for the undergraduate certificate clientele by combining on-campus teaching advantages with online learning flexibility.\"},{\"question\":\"How did the program scale after the initial pilot?\",\"answer\":\"The pilot started in 2009 with four hybrid courses, and after three years it expanded to 35 courses offered in blended mode by lecturers and a small group of professors.\"},{\"question\":\"What challenge does the case study emphasize about faculty support?\",\"answer\":\"It focuses on the extent to which the instructional designer can support faculty converting courses from in-class delivery to online formats, including the design and delivery work during the transition.\"}]","The Challenge of Designing Blended Courses - from Structured Design to Creative Faculty Support | PDF",1792085636,73]