How to Design and Teach a Hybrid CourseHow to Design and Teach a Hybrid Course
Achieving Student-centered Learning Through Blended Classroom, Online and Experiential Activities
Title rated 0 out of 5 stars, based on 0 ratings(0 ratings)
Book, 2011
Current format, Book, 2011, , All copies in use.Book, 2011
Current format, Book, 2011, , All copies in use. Offered in 0 more formatsThis is a guide for all who teach, and especially for those who have chosen to teach in a hybrid learning format. Caulfield (educational psychologist and associate dean, Marquette U.) defines a hybrid course as one which reduces teacher "face time" and replaces it with time spent outside the traditional classroom. Caulfield discusses the theoretical underpinnings of hybrid learning, and gives lots of practical advice, explanations, and examples in hybrid course teaching. Topics include course planning, discussion as a way of learning, use of small groups, giving and soliciting student feedback, use of technology, and best practices. The book also includes student feedback about the hybrid learning experience. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
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.
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.
Title availability
About
Contributors
Subject and genre
Details
Publication
- Sterling, Va. : Stylus Publishing, c2011.
Opinion
More from the community
Community lists featuring this title
There are no community lists featuring this title
Community contributions
There are no quotations from this title
There are no quotations from this title
From the community