How to Design and Teach a Hybrid Course: Achieving Student-Centered Learning through Blended Classroom, Online and Experiential Activities
This practical handbook for designing and teaching hybrid or blended courses focuses on outcomes-based practice. It reflects the author’s experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design.
Jay Caulfield defines hybrid courses as ones where not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility of learning on the learner, with the teacher’s primary role being to create opportunities and environments that foster independent and collaborative student learning.
Starting with a brief review of the relevant theory – such as andragogy, inquiry-based learning, experiential learning and theories that specifically relate to distance education – she addresses the practicalities of planning a hybrid course, taking into account class characteristics such as size, demographics, subject matter, learning outcomes, and time available. She offers criteria for determining the appropriate mix of face-to-face, online, and experiential components for a course, and guidance on creating social presence online.
The section on designing and teaching in the hybrid environment covers such key elements as promoting and managing discussion, using small groups, creating opportunities for student feedback, and ensuring that students’ learning expectations are met.
A concluding section of interviews with students and teachers offers a rich vein of tips and ideas.
What people are saying - Write a review
User Review - Flag as inappropriate
Making meaningful assignments is a challenge for many teachers.Teachers need not feel embrassed when in challenge. This write up will go a long way in enhancing capacity for teachers in addressing the challenge. Kudos Jay.
2 THEORETICAL APPLICATIONS
3 EXPERIENTIAL LEARNING
4 PLANNING YOUR HYBRID COURSE Critical Questions to Consider
SECTION TWO DESIGNING AND TEACHING YOUR HYBRID COURSE
5 DISCUSSION AS A WAY OF LEARNING IN A HYBRID COURSE
6 PROVIDING AND SOLICITING STUDENT FEEDBACK
7 USING SMALL GROUPS AS A LEARNING STRATEGY
SECTION THREE INTERVIEW DATA
10 WHAT STUDENTS SAY ABOUT HYBRID
11 WHAT THE BEST HYBRID TEACHERS SAY
12 WHAT THE BEST HYBRID TEACHERS DO
13 COMING FULL CIRCLE FUTURE RESEARCH AND FINAL REFLECTIONS
Other editions - View all
achieve adult learning apply asked asynchronous discussion behavior challenge Chapter complete component concepts constructivist course content course management system creating critical distance education dropbox e-mail Edublog engaging enrolled evaluation example experiential learning F2F class F2F classroom F2F discussion Facebook faculty feedback goal graduate group members homeless hybrid class hybrid course design hybrid design hybrid format hybrid learning hybrid teachers identify important in-class individuals interaction interviewed knowledge learning activities learning environments learning experience learning objectives learning outcomes learning styles learning theory lecture mediation ment Midwestern United negotiation Northouse occur online learning participate peer perspective posting practice present questions reflection responsibility role rubric schedule schedules of reinforcement skills small group social loafing social presence specific student learning student-centered learning tacit knowledge teaching a hybrid teaching and learning Thurstone scale tion tool topic understand upload