DOI: http://dx.doi.org/10.26483/ijarcs.v11i5.6645 Volume 11, No. 5, September-October 2020 International Journal of Advanced Research in Computer Science REVIEW ARTICLE Available Online at www.ijarcs.info © 2020-2022, IJARCS All Rights Reserved 27 ISSN No. 0976-5697 MODEL-BASED COURSE DESIGN FOR EFFECTIVE BLENDED LEARNING APPROACHES Adekola Olubukola Daniel 1 Computer Science Department Babcock University, Ilisan Remo, Ogun State, Nigeria Awodele Oludele 2 Computer Science Department Babcock University, Ilisan Remo, Ogun State Nigeria Maitanmi Olusola 3 Computer Science Department Babcock University, Ilisan Remo, Ogun State Nigeria Abstract: Blended learning has come off, more or less, as the most logical and natural evolution of our learning systems. It suggests an elegant solution to the challenges of tailoring e-learning environment to face-to-face learning environment. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. It can be supported and enhanced by using the wisdom and one-to-one interaction of personal coaches. Believe it or not, the relevance of the pedagogy used in relaying knowledge cannot be over- emphasised. Also, it has long been recognized that specialized delivery technologies can provide efficient and timely access to learning materials. A teacher handling face-to-face students might be able to discern when they are getting the message by their countenances or when they don’t seem to by their reactions. How would an e-learning teacher meet the needs of their students psychologically, morally, socially and even academically since they cannot see each other? That brought the needs for the blended knowledge of ensuring that there is a predefined method of transferring idea to online students in such a way that the needs of these students are met. This is to fill such gap. This research considered the following four stages as paramount to the development and practice of blended e-learning which was adapted from IBM 4-tier: learning from information, learning from interaction, learning from collaboration, and learning from collocation. . Keywords: pedagogy, e-learning, online learning, blended learning I. INTRODUCTION The unabated debates have not stopped as to whether it is the use of a particular delivery technology or the design of the instruction that improves learning [1]. It has long been recognized that specialized delivery technologies can provide efficient and timely access to learning materials; however, [2] claimed that technologies are merely vehicles that deliver instructions, but do not in themselves influence student achievement. Research according to Clark noted that meta- analysis studies on media research have shown that students gain significantly when learning from audio-visual as opposed to conventional instruction. However, the same studies suggest that the reason for those benefits is not the medium of instruction, but the instructional strategies built into the learning materials. In the same vein, [3] suggested that learning is influenced by the content and instructional strategy in the learning materials than by the type of technology used to deliver instruction. Blending is an art that has been practised by practical teachers for centuries. It focuses on the integration of different types of resources and activities within a range of learning environments where learners can interact, understand and build ideas. Over the past few decades, blended learning has extended learning methodologies, opening up opportunities for open and distance learning and at the same time challenging more traditional methods. Recently, the term blend has been attached to e-learning, and this blending of e-learning with traditional methods is attracting the interest of many teachers in further and higher education. Blended learning has attracted so many definitions but found this more appealing and précised; blended learning combine face-to-face instruction with distant education delivery systems [4]. In the same manner other researchers declared that blended learning combined technology with face-to-face learning which has become generally acceptable in most research documents [5]. [6] argues that the particular attributes of the computer are needed to bring real-life models and simulations to the learner; thus, the medium does influence learning. However, it is not the computer in real sense that make students learn, but the design of the real-life models and simulations which are necessary in every online learning and the students’ interaction with those models and simulations. The computer is merely the instrument that provides the processing capability and delivery medium. Kozma is correct in his claim, but learners will not learn from the simulations if the simulations are not developed