Rethinking the Syllabus. Blended Learning Models for Innovative and Flexible Teaching

Abstract Book of the  9th International Conference on Future of Teaching and Education and Humanities

Year: 2025

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Rethinking the Syllabus. Blended Learning Models for Innovative and Flexible Teaching

Federica Pelizzari, Elena Tassalini, Annarita Merigo, Simona Ferrari

ABSTRACT:

The main objective of the research was to design and develop a teaching model that is both sustainable and adaptive, capable of responding to the growing demands of integrated teaching in the context of Blended Learning (BL). This model aims to support an effective and dynamic organisation of the teaching and assessment components, combining flexibility and pedagogical coherence. The research took into account the different needs of teachers and students and analysed ways to integrate educational technologies and innovative methodological approaches within blended learning pathways. The study is grounded in a pilot case study conducted at the university level, employing a mixed approach to data collection. Quantitative and qualitative data were gathered through surveys administered to teachers and students, complemented by semi-structured interviews conducted with a purposive sample. This approach allowed for an in-depth exploration of the perceptions, challenges, and benefits associated with the proposed model. The data were analysed using thematic analysis for qualitative responses and descriptive statistics for quantitative data to triangulate findings. The results obtained highlight the importance of careful planning that effectively balances theoretical content with practical and interactive activities. Evidence from the pilot study demonstrates that the structured syllabus fosters active engagement and pedagogical alignment, with participants reporting increased clarity in task design and improved collaboration during synchronous and asynchronous activities. The model developed takes the form of a structured syllabus that includes specific sections dedicated to the organisation of synchronous and asynchronous moments, providing detailed indications for the planning of activities that promote collaborative participation. In addition, the model provides for innovative formative and summative assessment strategies that allow both working and non-working students to be assessed. This flexible and modular structure aims not only to make the learning experience more dynamic and accessible, but also to encourage students to play an active and conscious role in their learning, making them protagonists of the educational process.

keywords: Pilot Case Study, Adaptive Syllabus, Blended Learning, Formative Assessment, Instructional Design.