Skip to main content
  • Book
  • © 2019

Blended Learning Designs in STEM Higher Education

Putting Learning First

  • Examines a variety of examples of blended learning practice in STEM education

  • Describes a suite of evidence-based learning principles on how to design, implement and teach within a blended learning environment

  • Demonstrates examples of embedding employability activities within STEM higher education curricula

  • Presents a successful professional learning framework to support the focused implementation of learning technologies among university faculty

Buying options

eBook USD 129.00
Price excludes VAT (USA)
  • ISBN: 978-981-13-6982-7
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 169.99
Price excludes VAT (USA)

This is a preview of subscription content, access via your institution.

Table of contents (18 chapters)

  1. Front Matter

    Pages i-xvii
  2. Introduction

    • Christopher N. Allan, David Green
    Pages 1-16
  3. Implementing PebblePad into Forensic Chemistry—A Whole of Program Approach

    • Sarah L. Cresswell, Alexander S. Forrest
    Pages 189-207
  4. Challenges of Student Equity and Engagement in a HyFlex Course

    • Sebastian Binnewies, Zhe Wang
    Pages 209-230
  5. Engaging with STEM Students: Successes and Challenges in Course Design

    • Leigh Ellen Potter, Alexandra Thompson
    Pages 231-248
  6. Supporting the M in STEM Using Online Maths Support Modules

    • Wendy A. Loughlin, Peter R. Johnston, Christopher L. Brown, Dianne J. Watters
    Pages 265-287
  7. The Use of PebblePad ePortfolio as a Tool for Teaching First-Year Engineering Design Practice

    • Ruby Naomi Michael, Simon Howell, Chris Campbell
    Pages 289-310
  8. Use of PebblePad to Develop Scaffolded Critical Reflection in Scientific Practice

    • Mary Sarah-Jane Gregory, Peter R. Johnston
    Pages 311-337
  9. Designing Rich, Evidence-Based Learning Experiences in STEM Higher Education

    • Christopher N. Allan, Julie Crough, David Green, Gayle Brent
    Pages 339-363

About this book

This book offers a set of learning principles to support the design of rich learning experiences in Science, Technology, Engineering and Mathematics (STEM) higher education, including detailed evaluations and discussions for a variety of science subjects. Further, it presents a professional learning framework that can be used to support the implementation of blended learning technologies to increase buy-in from academic staff, to support grass roots initiatives, to develop a sense of community, and to sustain change. The principles developed here will help readers to think about blended learning from a learner’s perspective, put learning first, and develop activities that will help learners achieve better learning outcomes.

In addition, the book addresses how to design rich, evidence-based, blended learning experiences that support learning. It demonstrates a range of learning principles in practice, with step-by-step instructions, and includes templates, supporting material, instructions and other resources to help teachers embed and adapt designs in their own subject. Readers will be equipped with an expanded toolkit of resources, designs, ideas and activities that can be directly applied in a variety of subject areas.


  • Blended Learning
  • Learning Design
  • Design Principles
  • STEM Higher Education
  • Embedding Employability Skills
  • Support Employability
  • Authentic Assessment
  • PebblePad
  • Online Learning and Tools
  • Engineering Education
  • Mathematics Education
  • learning and instruction

Editors and Affiliations

  • Griffith University, Southport, Australia

    Christopher N. Allan, Julie Crough

  • Griffith University, Nathan, Australia

    Chris Campbell

About the editors

Christopher N. Allan is a Learning and Teaching Consultant for Griffith Sciences, Griffith University. Christopher has extensive experience in blended learning, learning design and the implementation of technology to support and enhance learning and teaching. He has 20 years’ experience in all forms of education and more than 10 years working in Higher Education. His contributions have recently been recognized by his being named a Senior Fellow with the Higher Education Academy. He is also a Senior Fellow of the Griffith Learning and Teaching Academy.

Chris Campbell currently works at the Centre for Learning Futures at Griffith University, Brisbane, Australia. As an emerging research leader, she has been involved in numerous grants and projects involving digital and emerging technologies. Her skills in implementing and trialing new technologies are documented in over 70 publications, where she has conducted research on online tools in educational settings, including LAMS, Second Life and Assistive eXtra Learning Environments, as well as technology integration, mobile learning and augmented reality. Chris has previously taught first-year pre-service teachers and trialed interactive and emerging technologies in lectures. In 2016, Chris was a Queensland-Smithsonian Fellowship holder, and investigated the Smithsonian Learning Lab and its implications for teachers. 

Julie Crough is a Learning and Teaching Consultant (Curriculum) for Griffith Sciences as well as a Senior Fellow of the Higher Education Academy and Griffith Learning and Teaching Academy. Her extensive experience and background in science education span more than 25 years of working collaboratively with, and for, higher education institutions and scientific research organisations on curriculum development and innovation. Her curiosity and drive to learn (BSc Hons, Grad Dip Ed, MSc and DTEM) is foregrounded by her passion for integrating active and authentic learning experiences and learning technologies in STEM higher education.

Bibliographic Information

  • Book Title: Blended Learning Designs in STEM Higher Education

  • Book Subtitle: Putting Learning First

  • Editors: Christopher N. Allan, Chris Campbell, Julie Crough

  • DOI:

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2019

  • Hardcover ISBN: 978-981-13-6981-0Published: 17 April 2019

  • eBook ISBN: 978-981-13-6982-7Published: 09 April 2019

  • Edition Number: 1

  • Number of Pages: XVII, 363

  • Number of Illustrations: 10 b/w illustrations, 49 illustrations in colour

  • Topics: Digital Education and Educational Technology, Higher Education, Instructional Psychology

Buying options

eBook USD 129.00
Price excludes VAT (USA)
  • ISBN: 978-981-13-6982-7
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 169.99
Price excludes VAT (USA)