Contents introduction Chapter I. The theoretical analysis of Blended learning

Summary of the first chapter
Blended learning has had a significant impact on student learning outcomes in higher education. The incorporation of online tools and resources has enabled students to engage in self-directed learning and collaboration, while the flexibility of blended learning has enabled a more personalized learning experience. However, there are still challenges in implementing blended learning, particularly in ensuring that students have access to the necessary technology and resources. More research is needed to determine the most effective methods for designing and delivering blended learning courses in higher education.
A variety of factors must be carefully considered when designing effective blended learning courses, including the choice of suitable online tools and resources, the creation of a clear and well-structured course design, the balance of online and face-to-face components, the requirement of appropriate support and guidance to students, and ongoing evaluation and reflection. Taking these factors into consideration, instructors can design blended learning courses that are attempting to engage, effective, and tailored to their students' needs.
Blended learning has become a popular approach to delivering education in higher education institutions, and evaluating its effectiveness is essential to determine its impact on student learning outcomes, student engagement, and overall quality of education. Best practices for evaluating the effectiveness of blended learning include defining learning outcomes, using multiple assessment methods, collecting data on student engagement, comparing the effectiveness of the blended learning approach with traditional classroom instruction, using a control group, using a pre-test and post-test design, and analyzing data using statistical methods.


CHAPTER 2. ONLINE TOOLS TO MAXIMIZE THE EFFECTIVENESS OF BLENDED LEARNING


2.1. Strategies for Designing Effective Blended Learning Courses
Blended learning, which combines face-to-face instruction with online learning activities, has become an increasingly popular teaching approach in higher education. However, designing effective blended learning courses requires careful consideration of a range of factors. In this part, we aim to explore the strategies for designing effective blended learning courses.
One important consideration in designing effective blended learning courses is the selection of appropriate online tools and resources. A study by Hew and Cheung (2014) found that the use of online resources such as discussion forums, online quizzes, and video lectures had a positive impact on student learning outcomes. The authors noted that these tools provided students with opportunities for self-directed learning and helped to facilitate collaboration among students.
Another important strategy in designing effective blended learning courses is to create a clear and well-structured course design. A study by Oliver and Trigwell (2005) found that a structured course design was essential for effective blended learning. The authors noted that a clear course design helped to ensure that students understood the learning objectives and expectations for the course.
Here are some considerations that should be taken into account when designing a course for blended learning:

1. 
   Learning objectives: we have to start by identifying the learning objectives for the course. These objectives should be specific, measurable, and aligned with program-level learning outcomes.
   
2. 
   Content delivery: Deciding on how the content will be delivered in the blended learning format is also important. This includes determining the balance between face-to-face and online instruction and selecting appropriate technologies for online delivery.
   
3. 
   Course structure: Teachers should establish a clear course structure that outlines the sequence of topics and activities. The course structure should be easy to navigate and understand for students.
   
4. 
   Online activities: The next task is to develop engaging and interactive online activities that support the learning objectives. These activities should be designed to promote student engagement and interaction.
   
5. 
   Assessment: Another important point is developing assessments that align with the learning objectives and are appropriate for the blended learning format. These assessments should be designed to measure student learning outcomes.
   
6. 
   Student support: Teachers should provide opportunities for student support, such as online office hours, discussion forums, and online tutoring services.
   
7. 
   Faculty training: Additionally, providing training and support is important for faculty to design and deliver blended learning courses effectively. This training should cover best practices for course design, online instruction, and assessment.
   
8. 
   Evaluation: Lastly, we have to develop an evaluation plan to assess the effectiveness of the blended learning course. This plan should include data collection methods, analysis techniques, and strategies for using the results to improve the course.
   

Thus, creating a clear and well-structured course design for blended learning requires careful planning and execution. By considering these factors, instructors can design a course that promotes student engagement, supports learning objectives, and ensures the success of the blended learning approach.
In addition, designing effective blended learning courses requires careful consideration of the balance between online and face-to-face components. A study by Garrison and Kanuka (2004) found that the balance between online and face-to-face components was critical for effective blended learning. The authors noted that this balance needed to be carefully tailored to the needs of the particular course and the students enrolled in it. Considering the above points, we offer 50/50 can be a good balance for online and face-to-face components.
Owston and York (2018) investigated the connection between student satisfaction and performance and the proportion of online time spent in blended learning courses.
The proportion of time spent on online tasks versus classroom sessions was used to determine to the cluster. Students in blended learning courses with high (50%) or medium (36–50%) online proportions rated their learning environments more positively and performed significantly better than their peers in blended learning courses with low (27-30%) or supplemental online segments. As a result, Owston and York (2018) concluded that when at least one-third to one-half of regular classroom time was replaced with online activities, student perceptions, and performance appeared to be higher across a wide range of subject areas and course levels.
Another important consideration in designing effective blended learning courses is to provide appropriate support and guidance to students. A study by Graham et al. (2013) found that providing support and guidance to students was essential for effective blended learning. The authors noted that this support could take a variety of forms, including online tutoring, peer support, and personalized feedback.
Finally, designing effective blended learning courses requires ongoing evaluation and reflection. A study by Garrison and Vaughan (2008) found that ongoing evaluation and reflection were essential for improving the design and delivery of blended learning courses. The authors noted that instructors needed to be willing to make changes and adjustments to their courses based on feedback from students and their observations.
In conclusion, designing effective blended learning courses requires careful consideration of a range of factors, including the selection of appropriate online tools and resources, the creation of a clear and well-structured course design, the balance between online and face-to-face components, the provision of appropriate support and guidance to students, and ongoing evaluation and reflection. By taking these factors into account, instructors can create blended learning courses that are engaging, effective, and tailored to the needs of their students.