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Implementation Outline

Implementation Outline


Objective- Recommended timeline to implement  a blended-learning model into radiologic science curriculum to increase student engagement, create better learner outcomes and overcome time limitation issues.


Phase I- Research, Discussion, and Proposal.

  Estimated timeframe- Now until December 2022

  • Review learning goals and objectives for the course.

  • Continue literature research on blended-learning models.

    • Identify best practices for blended-learning in health science models.

    • Review evidence from case studies in blended-learning.

  • Discuss literature findings with faculty in the courses impacted.

  • Share innovation proposal with the impacted faculty, curriculum committee and administrators.

    • Solicit feedback from faculty

    • Obtain approval from the curriculum committee and then administrators.


Phase II- Planning 

Estimated timeframe- December 2022-May 2023

  • Establish current learning objectives can align with a blended-learning model.

  • Enlist faculty that are willing to contribute to the conversion.

    • Establish roles for faculty for uniformity in co-teaching.

    • Solicit best practices in the current courses.

    • Trouble-shoot areas that are not as effective that can be blended.

  • Identify technology availability and needs.

    • Poll students.

    • Determine potential technology needs.

    • Enlist Dallas College resources for those without access.

    • Establish if Dallas College digital resources can meet the needs of the new blends.

      • OER and LMS capabilities

  • Determine which order to blend the elements.

    • Theory

    • Collaboration with peers

    • Situational judgment

    • Interactive radiographs


Phase III- Building and Implementing

Estimated timeframe- June 2023-December 2023

  • Gather resources needed for effective delivery of content.

  • Develop a prototype for the first element chosen to blend.

    • Articulate learning goals.

    • Create digital interactions to replace the content areas that were determined to be ineffective in the current model.

    • Create the framework to add the 

 the new blended elements.


  • Create criteria that will be used to determine if the blended-model is effective.

    • Solicit feedback from students and instructors on the criteria.

      • What will alert us to improved student engagement?

      • What will determine if the outcomes improve?

      • What will distinguish better time flexibility for students?


Phase IV-Adoption

Estimated timeframe-January 2024-June 2024

  • Share goals and purpose of the new model with students to increase engagement.

  • Ensure that students have the technology necessary to support the blended model.

  • Launch new model into the first cohort.

    • 1st cohort January 2024

    • 2nd cohort June 2024


Phase V-Evaluate, Reflect, and Edit

Estimated timeframe-March 2024-ongoing

  • Solicit feedback from students and instructors at mid-semester and semester end of all 3 courses that are blended.

  • Evaluate findings for effectiveness.

    • Have we achieved what we intended?

    • What is working?

    • What is not working?

    • What can be adjusted and improved?

    • What needs to be eliminated?

  • Make appropriate edits and continue to remediate findings until all goals are met.

  • Continue to collaborate with faculty about potential adjustments.



Bailey, J., & Martin, N. (2013, September). Blended learning implementation guide.     

           Resources & Guidance from The Learning Accelerator. Retrieved October 5, 2022, from                

Gedik, N., Kiraz, E., & Ozden, M. Y. (2013). Design of a blended learning environment:                         Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1).

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