preparing for and teaching hybrid courses midwest educause march 25, 2003 mary sudzina, ph.d....
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Preparing for and Teaching Hybrid Courses
Midwest EDUCAUSEMarch 25, 2003
Mary Sudzina, Ph.D.University of Dayton
Robert Kaleta, Ph.D. & Carla GarnhamUniversity of Wisconsin-Milwaukee
Copyright Mary Sudzina, Robert Kaleta, and Carla Garnham 2003. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the
reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.
Session overview
Definition and Advantages Contrasting perspectives Barriers encountered What faculty need to know Faculty development program Major lessons learned Comments and questions
Hybrid Courses
Definition and description
– A significant amount of learning has been moved online making it possible to reduce the amount of time spent in class
– An attempt to combine the best elements of traditional face-to-face instruction with the best aspects of distance education
Hybrid Courses
Hybrid/Blended courses are:– NOT traditional “distance education” courses
Not entirely online
– NOT simply traditional classes with a Web site Online time replaces some classroom time
– NOT just transferring information to the Web Involves an extensive course redesign
– NOT all alike Many different formats and schedules are possible
Time Out of Class
Students spend more time working individually and collaboratively on assignments, projects, and activities
Faculty spend less time lecturing and more time reviewing and evaluating student work and guiding and interacting with students
Teaching and Learning Benefits
More learning, understanding, and retention– Faculty experience is highly positive– University of Central Florida research on grades
More interaction and discussion– Students are more engaged
More student and learning centered– Less listening and more active learning
Faculty can teach in new ways– Accomplish new learning goals and objectives– More hands on student involvement with learning
Top Down or Bottom Up?
A top down perspective
A bottom up perspective
Barriers Encountered Teaching Hybrid
Time Technology Course redesign Student expectations Riskier Support
What Faculty Need to Know
How to facilitate & manage online interaction How to assess students’ online work How to integrate online and face-to-face
teaching How to use the technology That they must get started early
– Redesign requires more time than anticipated!!!
Faculty Development Program
Course redesign is critical– Good teaching is central– Technology is secondary
Process– Models Hybrid “blended” approach– Involves hands-on, practical experiences
Development of online learning modules Active learning assessment techniques Integration of online with face-to-face learning Development of course syllabus
http://www.uwm.edu/Dept/LTC/hybrid.html
CaseNEX Website
Materials are online – Over two dozen cases– Critical perspectives– Articles and resources– Videoclips– Threaded discussions– Tutorials
http://casenex.org
Major Lessons Learned
Course redesign (good pedagogy) is central Good pedagogy has to be a reason to use the technology Greater engagement and interaction Students learn more and students can extend themselves
beyond the classroom Riskier and more time-consuming Faculty and students like the Hybrid course model Hybrid experience affects the way faculty approach their other
courses
Resources for Hybrid Courses
UWM Hybrid Course Web Sitehttp://www.uwm.edu/Dept/LTC/hybrid.html
UWM Student Hybrid Course Web Sitehttp://www.uwm.edu/Dept/LTC/hybridcourses.html
Teaching With Technology Today -- Hybrid issuehttp://www.uwsa.edu/ttt/browse/hybrid.htm
Contact Information
Robert KaletaUniversity of Wisconsin-Milwaukee
Mary SudzinaUniversity of
Dayton
Carla Garnham University of Wisconsin-Milwaukee
Thank you for attending.
Seven tips on “going Hybrid”
Developed by
Learning Technology Center University of Wisconsin-Milwaukee
Seven tips on “going Hybrid”
Tip 1: Take it easy
There is no single standard approach to a Hybrid course
Start early and produce concrete learning modules
Redesign is an incremental process – Experiment and learn as you go– Keep it simple
Seven tips on “going Hybrid”
Tip 2: Focus on design, not technology
Avoid the “course and a half syndrome” Don’t overload the course: things take longer
than you think they will Focus on the integration of the online and face-
to-face components
Seven tips on “going Hybrid”
Tip 3: Use the resources already available
Search for discipline-specific Web sites Check out Merlot and other “learning object
depositories” Look for publisher content, especially in lower-level
courses Take advantage of online help materials such as
facilitation of group work, managing discussion forums, etc.
Seven tips on “going Hybrid”
Tip 4: Don’t go it alone
Talk with and get advice from experienced Hybrid course instructors
Discuss your problems and progress with colleagues, whether they are using the Hybrid or not
Get feedback and support from LTC professionals
Seven tips on “going Hybrid”
Tip 5: Manage your students’ expectations
Explain and justify format of course and assignments clearly and repeatedly
Make sure that students understand equivalence between amount of work in traditional class and in Hybrid class
Students must be aware that not all online work can be completed at home
Make all assignments and other course expectations as explicit as possible right from the start
Seven tips on “going Hybrid”
Tip 6: Prepare for anticipated problems
Prefer simpler technologies to reduce risk and complications
Break down and phase in longer assignments Provide time management tips for students Be very clear about what students are expected to do,
and how you will grade them Prepare technology help sheets Identify place to go for live help
Seven tips on “going Hybrid”
Tip 7: The little things count! Things will occasionally go wrong; plan carefully and be
flexible about making adjustments where needed Ask for feedback from your students often and take their
responses seriously Don’t organize too tightly, there’s always some slippage
due to “transaction costs” of working online During the course, falling behind or sloppy record-keeping
can be fatal: stay current and keep copies of everything