Reflections on Developing My Blended Course: Challenges, What I Learned, and What I Would Do Differently

 

Designing my blended Algebra course was both rewarding and eye-opening. While I enjoyed building lessons that integrated technology, collaboration, and real-world applications, I also encountered several challenges that pushed me to rethink how students learn in digital spaces. Below, I reflect on the specific obstacles I faced during development, what I would change next time, and how the course would look different for another audience.

Challenges I Encountered

1. Overcomplicating the Technology Tools

One of the biggest challenges involved selecting the right tools. At the start, I incorporated too many platforms—Padlet for collaboration, Edpuzzle for videos, MagicSchool AI for differentiation, Canva for infographics, and Google Classroom for management. For example, in Lesson 2 (Operations with Quadratic Functions), students had to watch an Edpuzzle video, complete a Padlet gallery walk, and submit practice problems in DeltaMath. Students quickly became confused about where each task was located. Some even messaged me asking, “Miss, which website are we supposed to be on right now?”

2. Creating Instructional Videos Took Longer Than Expected

Recording and editing polished instructional videos was a major time challenge. For the “Introduction to Parabolas” lesson, I rerecorded the video three times because the audio was inconsistent, the pacing felt too fast, and the examples weren’t visually engaging enough. What I expected to take one hour ended up taking nearly four.

3. Students Needed More Support Navigating the Course Structure

Even though the modules looked organized to me, students struggled with the sequence. In the first week, several students skipped the flipped video and went straight to the Padlet activity, which made their posts inaccurate or incomplete. This highlighted a design issue: instructions weren’t prominent enough.

4. Pacing Problems During Independent Work

Some students finished digital tasks in 10 minutes, while others needed the entire class period. For example, when students solved the quadratic application problems in Lesson 3, my fast finishers were waiting for next steps, while others were still grappling with identifying key features of a parabola. This made it difficult to maintain productive learning for all students at once.

What I Would Do Differently Next Time

1. Limit the Tools to Three Platforms

Instead of using five or more tools, I would stick to:

  • Google Classroom (all instructions and links)

  • Edpuzzle (instructional videos)

  • Padlet (collaboration)

For example, instead of using DeltaMath and MagicSchool AI in the same lesson, I would keep practice tasks inside Google Classroom as Google Forms quizzes. This ensures students always know where to go.

2. Build a “Start Here” Orientation Module

Students would complete a short orientation module that includes:

  • A navigation video (showing where everything is located)

  • A sample Padlet activity

  • A checklist for each type of assignment

  • A “practice submission” task

This would reduce confusion later on.

3. Create Shorter Micro-Videos Instead of One Long Lesson Video

My original 12-minute parabola video was too long and dense. Next time, I would break it into three short clips (3–4 minutes each):

  • Video 1: What is a parabola?

  • Video 2: Key features (vertex, axis of symmetry, maximum/minimum)

  • Video 3: Real-world examples

Shorter videos are easier to edit, re-record, and watch.

4. Provide Tiered Task Options for Different Pacing Needs

To avoid fast finishers waiting, I would include extension activities such as:

  • A challenge problem involving designing a parabolic satellite dish

  • A real-world Desmos exploration

  • A peer-teaching mini-task in Padlet

Meanwhile, students who need more time would have scaffolded digital graphic organizers.

5. Collect Student Feedback Earlier

I waited until the end of Lesson 3 to gather feedback. Next time, I would collect feedback after Lesson 1 using a Google Form asking:

  • “What was confusing?”

  • “Which tool was hardest to use?”

  • “How long did each part take you?”
    Their responses would guide early revisions.

What I Would Do Differently for a Different Audience

If the Course Were Designed for Adult Learners

Adults value practicality and flexibility. I would:

  • Replace scavenger hunts and Padlet galleries with case studies (e.g., analyzing quadratic models used in business, engineering, or home improvement).

  • Use asynchronous delivery with weekly deadlines rather than daily tasks.

  • Provide optional Zoom office hours instead of required live sessions.

If the Course Were Designed for Pre-Service Teachers

The focus would shift from solving math problems to teaching math. I would:

  • Add annotated lesson plans showing why I made each instructional choice.

  • Include videos of real students completing tasks.

  • Require reflections on topics like cognitive load, technology integration, and misconceptions.

If the Course Were Designed for International Students

I would adjust for language, technology access, and cultural contexts by:

  • Adding multilingual subtitles to all videos.

  • Using tools that work on low bandwidth (e.g., Google Docs instead of Canva).

  • Including global real-world examples (e.g., parabolic structures in different countries).

  • Offering text-only versions of all assignments for students with limited Wi-Fi.

Designing this blended course strengthened my belief that teaching is a continuous journey of reflection and improvement. Each challenge pushed me to think more intentionally about structure, accessibility, and student experience. With clearer navigation, fewer tools, and more opportunities for feedback, my next blended course will be even more student-centered, efficient, and engaging.

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