Name:
Fitness Screening
Problem:
Students that sign up for Blended Learning course may not be a good fit for the
demands of the course. They may be better served taking a 100% face-to-face course.
Learning Outcome: Students analyze their strengths and weaknesses with respect to blended learning
courses (Help to develop critical thinking skills/metacognition).
Context:

Students may quickly appreciate several benefits to blended learning courses: reduced face-toface class time and flexibility in working on assignments. However, not all students are wellsuited to take blended learning courses. Attributes especially relevant to success in the online
portion of the course include discipline, time management skills, comfort with technology, and
good written communication skills. Students unfamiliar with blended learning may
understandably seek advice on whether this delivery format is a good fit given their
circumstances.
What You Should Do (Solution):

Early in the course, assess student fitness for succeeding in the blended learning course
o Pre-class: School should clearly identify the delivery format of all courses in the college
registration system. Instructor should communicate information about blended learning
through an introductory email to all students prior to class beginning.
o In-class: Instructor again educates students about blended learning. Present a case
study showing one or two sample results from Fitness Screenings. In small groups,
students discuss the challenges faced within the case as well as suggestions they would
give the student for overcoming these challenges. Small groups report to the class.
o Post-class: All students take Fitness Screening. Students reflect upon their results – both
their areas of strength and weaknesses for taking a blended learning class. They can
write about some of the potential challenges they face given this format and how they
might make adjustments to ward off these challenges. These reflections can take the
form of written journal or blog that is shared privately with the instructor.
How Do You Measure Learning? (assessment)

Measure incoming student awareness about blended learning. If these actions are taken, their
awareness level of their fit should be higher
Assumptions (students)

Students taking the course have limited knowledge about and experience with blended learning
courses.
Assumptions (course design)


An accurate profile of the successful blended learning student exists.
Note: Want to be careful, though, of making students feel like there is only one want to be
successful.
A valid blended learning Fitness Screening exists.
Note: There may not be a “one size fits all” solution to this. There could be course-specific
questions related to the Fitness Screening. For example, a student fit for a taking a blended
English composition class may not fare as well taking a blended math class.
Why Is This a Best Practice?



Sets expectations early on for what will be required for students to be successful. Students will
have an opportunity to make any required adjustments to account for these challenges.
Helps students take more ownership of their learning
Relating to Chickerling and Gamson’s Seven Principles of Good Practice (1987)
o Interaction between Student and Faculty: post-class journal
o Interaction and collaboration between students: in-class discussion
o Communicates high expectations
When You Should Use It?

Ideally, on first day of class