Introduction

There are many prerequisites for developing effective blended and hybrid learning, not least of which is a willingness to adopt it as an alternative to more traditional approaches.

Of course, a willing mindset is necessary but not sufficient on its own to ensure the design of high quality blended courses. This also depends on academics’ knowledge, skills and know-how in a range of additional areas including pedagogical understanding, technology (as we have seen), the design of learning outcomes and how to align these with assessments. It is to these topics that we turn our attention this week.