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Structure of a Blended University Course: Applying Constructivist Principles to Blended Teaching
Abstract
In this chapter, the case of a blended university course will be described in detail. The main focus of this description will be on how some constructivist principles – such as knowledge building, active and self-directed learners, collaborative learning, communities of learners and practice - can be applied to compose the architecture of a blended university course. The course carefully integrates online activities with face to face meetings. Several educational models are also combined to guide the design of individual, small-group and collective activities able to exploit issues such as digital identities, E-Tutor, online role-play, and E-Portfolio. Principles of constructivism were always followed when setting activities and meetings. The description provided is mainly useful for teachers and educators interested in implementing a blended course with clear references to constructivist pedagogy. In addition, theoretically founded roles, tasks, and activities are outlined. The thoughtful mix of pedagogical models, online and face to face activities, individual-dyads-small group and collective learning contexts is the strongest point of this course.
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