Development of Blended Course

Anthony Menendez

Development of Blended Course

Anthony Menendez

Education and Counseling, School of

Research output: Other contribution

Abstract

During the Fall 2021 semester, I developed a series of on-line resources and “blended” a course (combination of face-to-face and Blackboard). This approach was complemented by synchronous, small-group class sessions that allowed for academic coaching related to the major course assignment (i.e., Behavior Intervention Plan). Also, the parameters of the assignment were reflective of student need in that I did not require that students work with a K-12 student with a disability. This supported student success due to the fact that they had an array of persons that they could work with for the assignment. Also, this approach promoted less contact with the public during the time of the COVID-19 pandemic.

Original language	English
State	Published - 2021

Cite this

@misc{06a3d203666a471099776f9083ebcc14,

title = "Development of Blended Course",

abstract = "During the Fall 2021 semester, I developed a series of on-line resources and “blended” a course (combination of face-to-face and Blackboard). This approach was complemented by synchronous, small-group class sessions that allowed for academic coaching related to the major course assignment (i.e., Behavior Intervention Plan). Also, the parameters of the assignment were reflective of student need in that I did not require that students work with a K-12 student with a disability. This supported student success due to the fact that they had an array of persons that they could work with for the assignment. Also, this approach promoted less contact with the public during the time of the COVID-19 pandemic.",

author = "Anthony Menendez",

year = "2021",

language = "English",

type = "Other",

}

TY - GEN

T1 - Development of Blended Course

AU - Menendez, Anthony

PY - 2021

Y1 - 2021

N2 - During the Fall 2021 semester, I developed a series of on-line resources and “blended” a course (combination of face-to-face and Blackboard). This approach was complemented by synchronous, small-group class sessions that allowed for academic coaching related to the major course assignment (i.e., Behavior Intervention Plan). Also, the parameters of the assignment were reflective of student need in that I did not require that students work with a K-12 student with a disability. This supported student success due to the fact that they had an array of persons that they could work with for the assignment. Also, this approach promoted less contact with the public during the time of the COVID-19 pandemic.

AB - During the Fall 2021 semester, I developed a series of on-line resources and “blended” a course (combination of face-to-face and Blackboard). This approach was complemented by synchronous, small-group class sessions that allowed for academic coaching related to the major course assignment (i.e., Behavior Intervention Plan). Also, the parameters of the assignment were reflective of student need in that I did not require that students work with a K-12 student with a disability. This supported student success due to the fact that they had an array of persons that they could work with for the assignment. Also, this approach promoted less contact with the public during the time of the COVID-19 pandemic.

M3 - Other contribution

ER -