Instructional Design in Online Learning

Blended Learning Classroom Plan Reflection

Modifying and transforming my classroom in a blended learning environment increased my strength and feeling of fulfillment with my leaderships skills. This led me to become an avid explorer of more 21st-century skills. I am learning to create and improve online learning using the Learning Management System (LMS), Creating my blended course by integrating online and face-to-face instructions provide students some elements or specific needs: time, space, pace, and/or path. Students with diverse backgrounds or native digitals may be able to learn how to use LMS themselves quickly. In the class, I will provide a demonstration of the LMS as well other educational apps, and for assessment feedback and online discussion activities. There are some assignments the students are required to work and submit on the LMS and present in the class with the textbook worksheet.

Before creating a new learning environment, I started and worked with steps using a model to design the blended class. There are Instructional Design Models that can help to develop an online learning effectively like the ADDIE Model, Gagne’s 9 Events of Instruction, Merrill’s Principles of Instruction, or Instructional Design Model for Online Learning (IDOL). They can be found online with further information.

Earlier, I documented backward design planning implementations using the Understanding by Design (UbD) framework that provide guidance to improve and strengthen the classrooms (Wiggins & McTighe, 2005). This tool helped me to outline my thoughts and see a clearer picture of the learning goals. The framework guided me through the three stages: desired results, assessment evidence, and the learning plan. Expectedly this greatly promotes student understanding instead of rote learning and enhances instructional activities to promote student achievement.

As for Instruction Design model, I applied the ASSURE model to build partly online learning. It is well fit for a blended learning environment, providing the opportunity to integrate technology to design online and face-to-face learning. The model unites Robert Gagne’s Events of Instruction to assure effective use of media in instruction and represent an active, flexible guide for building effective teaching and performance assist tools. Below is the acronym for ASSURE.

A — Analyze learners

S — State standards & objectives

S — Select strategies, technology, media & materials

U — Utilize technology, media & materials

R — Require learner participation

E — Evaluate & revise

Using the model, by expanding ideas to design and enhance the college American Sign Language Level II blended course, I see the bigger picture; the learning objectives. I saw how to be open-minded to new progressive learning activities for online learning. For instance, one is to use the sign language as target learning in the online discussion, and another is to work on their receptive and expressive skills online using the LMS.

Confidently, this will reach a successful goal setting using a constructivist teaching method to develop a course plan that focuses on student-centered learning as students will be active participants in their learning process. The main objective is to stretch students’ minds, to effectively engage in their work.

Notionally, documenting significant learning plans for the course using a model is noteworthy, in that it provides guidance for educators or colleagues to improve and strengthen their classroom. This impact teaching and learning by developing the initiative to create an innovative pedagogy, such as blended learning environments, integrating online learning and face-to-face instruction. To create a more effective learning environment, professors should develop, revise, and redesign pedagogy to advance their classrooms (Avalos, 2011).

Interestingly, through the discussion with my classmates, the finding of the successful online programs at Stanford University. They uses the MOOCs, “Massive Open Online Course”, a technique that allows prospective students to dip their toes in the water with a free basic online course, that encourages them to engage full length courses.

I placed the orange links far below to the explanations of my plans for my ASL blended courses through the previous weeks.


Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and teacher education27(1), 10-20. Retrieved from

Wiggins, G. & McTighe, J. (2005). Understanding by Design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.

Designing ASL Course Part I

Designing ASL Course Part II

Continuing to Design the ASL Blended Course

Redesigning the Existing Courses