HomePublicationsOpen Access SeriesOnline, Open, and Equitable EducationSection 2 Chapter 8: Online Learning, Open Education, and Equity in the Age of COVID-19: Fulfilling the Promise of Higher Education through Blended LearningDownload Chapter Book MenuOnline, Open, and Equitable Education SectionsSection 1Section 2ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Book Resources Contributors Download BookOpen access PDFdoi.org/10.36284/celelon.oa7ISBN: 978-1-951414-12-2July 20243.7 MBMetrics: 1504 views | 370 downloadsISBN: 978-1-951414-13-9Print Edition Coming Soon Dianne Bateman and Karen Zacy BennerBefore COVID-19 struck, Champlain College Saint -Lambert was in the awareness/exploration stage of moving faculty towards using a blended learning approach to deliver instruction. In the winter of 2020, eight teachers were piloting blended learning courses. When COVID-19 struck, Quebec’s universities and colleges came to a halt; these eight teachers and their students did not. They credited their seamless transition to a “blended learning mindset” and the Community of Inquiry instructional framework they had established in their classes. It has become clear that current interest in online and blended learning is a once-in-a-generation opportunity for the college to embrace blended learning, with its focus on course redesign in a careful, systematic way. This case study documents the process unfolding at Champlain College Saint-Lambert as it supports faculty who wish to transition to this new form of instruction. Using semi-structured interviews and focus groups, teachers piloting blended learning courses in English, humanities, psychology, biology, history, art history and nursing identify the pedagogical and political challenges they face. Findings suggest that a blended learning mindset can guide us through this unpredictable period and bring us back into the classroom in a new and pedagogically transformed way. Chapter DOI: https://doi.org/10.36284/celelon.oa7.8. Discussion Questions How do the authors define blended learning, and what distinguishes it from traditional or purely online education models? According to the text, what challenges and opportunities do faculty face when transitioning from traditional to blended learning environments? The document mentions a “blended learning mindset.” What characteristics might define such a mindset, and how could it influence teaching and learning outcomes? Discuss the role of student engagement and community building in blended learning settings as outlined in the case study of Champlain College Saint-Lambert. According to the authors, how have the pedagogical changes brought about by COVID-19 influenced the perception and implementation of blended learning? What implications do the findings from this case study have for future educational policy and practice concerning blended learning? Share: