For the first time ever, I am instructing a blended class.  My expectations were nothing short of idealized excitement.  Students would be laser-focused during our face-to-face time, and the freedom to complete work on their own time would encourage ownership and agency.  In addition, by removing some basic skills study from the classroom, we could focus on more dynamic learning activities.  This dynamism would feed the desire to be in class and, ultimately, produce better writing.

Unfortunately, the course has fallen short of my expectations.  Students have been discombobulated by the shared format.  The discombobulation has stunted our class and led...

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About the Author:

Jeremy Cunningham

Jeremy Cunningham is a part-time instructor at Washtenaw Community College and Cleary University where he teaches composition and communication coursework. He also teaches English at Mason High School. He holds degrees in literature and education from Miami University, Eastern Michigan University, and Michigan State University. Outside of work, Jeremy dedicates his time to his wife, Darcie, and daughter, Ruby.