Abstract
The purpose of this review is twofold to investigate the literature for best practices for online blended learning format in higher education institutions and examine a graduate public health course that was national peer reviewed and received Quality Matters (QM) recognition. This narrative review supported positive influences of implementing QM standards for best practices in a blended learning format. The instructional design of blended learning and assessing student learning in the course shows greater promise when QM and best practices are used.
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