College's Master of Management Program. I post a question

on the discussion board every week for the students to contribute

and react with each other and with me in between our once monthly

F2F classes.

teaching math. I use Khan Academy where I originally

learned about the flipped classroom method. I introduce

a new concept in class, have the class watch a video, at home

they do the exercises and watch the videos again if necessary; when we meet again

I clear up any confusion and give them worksheets to do in class.

The Khan site is set up for the teacher (coach) and students to keep

track of progress

Would love to hear suggestions!

Week 1: Synchronous online Elluminate meeting - welcome and orientation to course

Week 3: In Person Meeting - for podcasting tools training

Weeks 2, 4 and 5: Attend class asynchronously online to learn about the topic and finally to create a series of podcasts and upload them to iTunes U for delivery and our review.

Sample course w/o student data:

During class, I expect my students to be fully engaged in the conversations and projects we are working on together.  Having them do a portion of their work online before and after class means that I can monitor and provide feedback to each student on their progress. Online feedback allows for a cycle of revisions which I consider to be critical in order to ensure that every student has met instructional goals.  I use multimedia feedback tools such as screencasts combined with comments on the documents students turn in digitally.  I ask my students to post work on Blackboard, as well as on Google websites -  so that they can share their work with me and other members of their courses.  Shared work products are a bonus of blended instruction, as students can view and comment on the ideas of their peers.  Blended learning supports the critical goal of having all students come to class fully prepared and able to contribute to group processes.  

Six models of blended learning (http://www.dreambox.com/blog/6-models-blended-learning )

"sandwich design" (= beginning and ending f2f meeting sandwiching most of the work being done online)

In most models, the lecture content for the course is converted into chunked videos, and provided to the students before class. There is typically some sort of assessment, to ensure that the students are thinking about the important questions (i.e. a auto-graded quiz). Then, during the scheduled class session, the instructors engage the students in active learning.

This is just the 'basic' model... Many of our instructors are playing with a variety of different methods.

At Greenville Tech, supporting course redesign, I helped faculty teams/FLC/Communities of Practice build their online course environments to support the courses and the instructors that allowed them to bring more active learning into their classes and address building foundational skills in online individualized learning programs.

Latest is my current exploration of Walden University which is actually a blended program model (online course & learning plus periodic face-to-face multi-day residencies).