Includes bibliographical references and index.

Front Matter -- Preliminary Material / Jan Nedermeijer -- Copyright page / Jan Nedermeijer -- Acknowledgements / Jan Nedermeijer -- Llist of Figures and Tables / Jan Nedermeijer -- Introduction / Jan Nedermeijer -- Part 1 Blended Learning Course Design and Development / Jan Nedermeijer -- Chapter 1 Evidence-Based Process Course Design / Jan Nedermeijer -- Chapter 2 Reading Guide / Jan Nedermeijer -- Chapter 3 Evidence-Based or Evidence-Informed Course Design? / Jan Nedermeijer -- Chapter 4 Blended and Online Learning / Jan Nedermeijer -- Chapter 5 Evidence-Based IT Options in Education / Jan Nedermeijer -- Chapter 6 Course Development from a Design Perspective / Jan Nedermeijer -- Part 2 Examples of Blended Learning Courses and a Case Study Applying the Basic DD Process / Jan Nedermeijer -- Chapter 7 Examples of Blended and Online Pedagogical Models / Jan Nedermeijer -- Chapter 8 Redesign Your Course into a Blended Learning Course / Jan Nedermeijer -- Chapter 9 Course Program for the 9-Stage DD Process / Jan Nedermeijer -- Chapter 10 Case Study Design of the Workshop ‘Redesign Your Course in a Blended Learning Course’ / Jan Nedermeijer -- Part 3 A Course Design Toolbox for Teacher Designers / Jan Nedermeijer -- Chapter 11 Input from Instructional Sciences Course Development / Jan Nedermeijer -- Chapter 12 Curriculum Models in HE / Jan Nedermeijer -- Chapter 13 The Model of Hattie and Donoghue about Learning in Higher Education / Jan Nedermeijer -- Chapter 14 Instructional Planning and Building Principles to Be Realised in Your Course / Jan Nedermeijer -- Chapter 15 Some Common Mistakes (by Earl, 1987 ) / Jan Nedermeijer -- Chapter 16 A Serious Game Design of Modern Higher Education ( MHE ) / Jan Nedermeijer -- Chapter 17 Description of Various Types of Tests / Jan Nedermeijer -- Part 4 Accountability Sources of Features Used in the Basic DD Process / Jan Nedermeijer -- Chapter 18 Design Features Used in Design Models from Different Domains / Jan Nedermeijer -- Chapter 19 Design Thinking / Jan Nedermeijer -- Chapter 20 Problem-Solving Features Relevant to Course Design / Jan Nedermeijer -- Chapter 21 Creativity Is Indispensable in the DD Process / Jan Nedermeijer -- Chapter 22 Why Do Faculty Hesitate to Adopt Evidence-Based Teaching Methods? / Jan Nedermeijer -- Back Matter -- Appendix A Eight Design Principles and Their Consequences for MHE / Jan Nedermeijer -- Appendix B The Harris Profile / Jan Nedermeijer -- Glossary / Jan Nedermeijer -- Index / Jan Nedermeijer.

Universities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign. The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice. Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways. Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.

English

Description based on print version record.