Blended Learning - examples from UNSW

The purpose of these examples is to provide an overview of a range of strategies and teaching approaches and techniques being utilised/implemented across disciplines at UNSW. Blended learning joins the best features of face-to-face teaching with online learning to promote active, self-directed learning and reduce class seat time. We have tried to represent different kinds of practice, with a focus on approaches that are accessible to all. Some examples employ a great deal of online learning, some just a small proportion, what they have in common is the integration of online activities and resources in a predominantly face-to-face context. These examples have been selected based on our understanding that other approaches are employed for the face-to-face activities that complement these online courses. We hope you find these useful and inspiring!

Each example is composed of:

  • A description of the course context and teaching approach (linked from the course code), with evidence of course effectiveness.
  • A copy of the Moodle course (linked from the course name). UNSW staff can self-enrol to gain a ‘student view’ of the course.
  • A short video of the academic and student perspective of the course (in development).
Course Instructor   Course Instructor


Cinematic Space

Size: Small (~50 PG students)

Mode: Predominantly face-to-face with online activities (blogs, media collection, video assignment etc)

Key features:  Learner collaboration & support, assessment & feedback

. Dean Utian

Dean Utian
Built Environment

Hear from Dean and his students (Video: 4:02)



Innovation & Entrepreneurship – Principles and Practice

Size: Small (~85 UG students)

Mode: Blended with flipped classroom online preparation (readings, videos, quiz), 3-4 hours in-class time and online progress updates (+ 2 peer assessments)

. Martin Bliemel

Martin Bliemel

Hear from Martin and his students (Video: 3:53)


Business and Economic Statistics

Size: Large (~1000 UG students)

Mode: Face to face teaching with online activities and resources used to supplement and enhance lectures and tutorial workshops.

. Gigi Foster

Gigi Foster

Hear from Gigi and her students (Video: 5:06)



Serious Games

Size: Small (~40 UG students)

Mode: Online lecture (text/video content plus online discussion task). Studio class (2hrs face-to-face) Theories covered in lecture are applied during practical exercises in studio class.

. Brigid Costello

Brigid Costello
Arts & Social Science


Evidence-Based Optometry

Size: Small (~15 PG students)

Mode: Online with optional face to face workshop at the beginning of the course. Each weekly module typically short lectures, weekly readings and relevant resources, forum discussions, formative quizzes and summative written assessments.

. Isabelle Jalbert

Isabelle Jalbert

Hear from Isabelle and her students (Video: 2:32)



Lawyers, Ethics & Justice

Size: Medium (~300 UG students)

Mode: Blended with 80% face-to-face using Moodle. Each class has been designed to maximise interactive learning, deliberation and reflection. Online and face-to-face elements are seamlessly integrated.

. Justine Rogers

Justine Rogers

Hear from Justine and her students (Video: 3:04)


Functional Anatomy of Limbs

Size: Medium (~150 students combined cohort)

Mode: Two-thirds face to face, and one third online. Integrated through tutorial sessions (face to face and online adaptive tutorials; formative assessment, team-based learning activities).

. Nalini Pather

Nalini Pather



Australia: Who Really Holds Power?

Size: Small (~40 UG students)

Mode: Blended with flipped classroom online preparation (readings, videos, quiz). Students develop an applied case study including a large group workshop and a small group tutorial where they get feedback from peers.

. Lindy Edwards

Lindy Edwards
UNSW Canberra

Hear from Lindy (Video: 22:16)


Sustainable Design Thinking

Size: Small (~60 UG students)

Mode: A 'flipped' mode where students prepare for intensive activity-based classes and quizzes by watching videos. In class, students work in teams to respond to design challenges related to the topics covered in the videos, and present their collaborative results in the end.


Mariano Ramirez

Hear from Mariano and his students (Video: 5:29)



Drawing and the individual

Size: Small (~65 UG students)

Mode: Predominantly face to face with an online assessment task that requires the students to redraw a body part at least 15 times over the semester. The final iteration that is the combination of
some of the previous posts into some kind of meaningful digital presentation e.g. animation or using photoshop.

. Peter Sharpe

Peter Sharp
Art & Design

Hear from Peter (Video: 19:20)


Engineering Design and Innovation

Size: ~1000

Mode: 20% of assessment from online activities, 20% face to face lectures. Remainder is group based progressive assessment resulting in submission of a design project.

 Chris Daly

Chris Daly



Advanced reaction engineering

Size: Small (~70 PG & UG students)

Mode: 70% f2f and 30% online. Content presented in multiple modes, with some student-generated content. Formative and summative assessment where students can select between different assessment tasks


Raffaela Mammucari

Hear from Raffaela and her students (Video: 5:21)