Blended learning: Examples

Below, you can find examples of how teachers across CBS are using blended learning as their primary teaching approach.

<strong>Entrepreneurship & Global Strategy</strong>

In the course, Entrepreneurship and Global Strategy Christina Lubinski combines lectures on campus and online modules. Two of the lectures on campus are replaced with online modules for students to be done at students’ own time. Christina provides her online modules through Learn in order to communicate course information, provide students with readings, videos, assignments, and quizzes. 

In Christina’s course, it is required that students pass an individual, written sit-in exam at CBS. Christina has divided the four-hour exam into two; a multiple-choice test and a written assignment. 

<strong>Fraud Examination</strong>

Kim Klarskov is organizing the elective course Fraud Examination in a blended learning format. He provides a combination of lectures in class at CBS and online lectures on Canvas. The number of lectures on campus is substantially reduced and replaced with online video lectures, multiple-choice questions, and home assignments for students.  

Kim uses Canvas as a tool to provide students with course information, articles, PowerPoints, and student activities like videos, quizzes, and Q&A. Kim’s course requires that students complete and pass two out of four home assignments before they are allowed to go to the exam. 

<strong>Supplier Relationship</strong>

In Kim Sundtoft Hald’s course Supplier Relationship at Graduate Diploma (HD) the blended learning format appears in the combination of in-class workshops at CBS and online learning activities on Canvas.  

Kim uses Canvas as a tool to give provide students with course information, learning materials, and video lectures and to facilitate online discussions and quiz activities. In Kim’s course, students are only allowed access to the exam if they have completed and passed eight online quizzes. 

<strong>Perspectives on Consumer Behavior</strong>

In the course Perspectives on a Consumer Behavior Thyra Uth Thomsen is focusing on the interaction between online sessions and on-campus work. Five out of seven sessions are organized in a blended learning format. In these five sessions, Thyra combines online preparation and in-class work. 

Thyra is using learn to provide students with course information, syllabus, readings, short online video lectures, and assignments. As part of students’ online preparation before coming to class, students must also provide each other with peer feedback through the online tool Peergrade

<strong>Managing Enterprise Architecture and Technology</strong>

In the course, Managing Enterprise Architecture and Technology, Till Winkler organizes his teaching as blended learning. Till uses Canvas as a tool to give students access to course information, syllabus, readings, short online video lectures, polls, quizzes, assignments, and peer feedback assignments.

In addition, Till has implemented case-based exercises in class. At the end of Till’s course, students must pass an oral exam based on a written product. 

<strong>Perspectives in Strategic Management</strong>

In the course Perspectives in Strategic Brand Management, Sylvia von Wallpach uses a blended learning format. In the lectures, Sylvia combines online lectures and online materials with in-class discussions and workshops with case-based work.

Sylvia supports her teaching with the use of Canvas. She provides students with online materials such as course information, readings, lecture videos, assignments, and quizzes. In Sylvia’s course students also use the online platform Peergrade for peer feedback assignments.