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

Abstract

This study explores the role of the syllabus in blended learning environments, focusing on its design as an active pedagogical element that enhances learning autonomy and engagement. The research investigates how a visually structured and student-centered syllabus can support learners in navigating blended courses, reducing cognitive overload, and fostering self-regulated learning. The research is grounded in a pilot case study conducted at the university level. Quantitative and qualitative data were gathered using a validated syllabus perception scale and qualitative insights from student responses. Findings indicate that students perceive the syllabus as well-organized, clear, and highly readable, with visual elements significantly improving usability and time management. The syllabus also enhances motivation and engagement, with students appreciating its structured guidance and welcoming tone. However, while it is considered an effective reference tool, students do not yet perceive it as an interactive learning resource. This flexible and modular structure not only enhances the dynamism and accessibility of the learning experience but also encourages students to take an active and conscious role in their education, positioning them as central agents in the learning process.