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The outbreak of COVID-19 necessitated social distancing. Universities around the world were left with two options: a total suspension or a major reduction in students’ attendance. While the nature of many courses made it very difficult to teach them online, blended learning was the most suitable approach to teach these types of courses. Academics and educational institutions have realized the significance of blended learning not only as a response to immediate disruptions but also as a pivotal element in fostering a sustainable learning environment. However, designing successful blended learning courses requires making challenging decisions regarding the selection of the most appropriate delivery methods to achieve learning outcomes. To support higher education adoption of blended learning, this study identifies and rates the importance of the delivery methods that need consideration when designing a blended learning course. The aim is to assist academics to prioritize their delivery options and provide adaptable and resilient educational models. A Delphi study of two rounds was conducted to identify and rate the delivery methods. An expert panel of 19 academics with extensive experience in course design and online delivery was recruited. The findings indicate that online collaborative work and face-to-face collaborative work should be academics’ first delivery choices. Interestingly, face-to-face instructor-led learning was at the bottom of the list and rated well below all the other delivery methods.
Ali Alammary (Sun,) studied this question.