Saying Hi to Hybrid!
Submission Type
75-Minute Panel
Abstract
What is gained and lost from the instructors’ perspective by using online learning? What is the time commitment? What ideological/philosophical/logistical challenges emerge? Four instructors, who had exclusively taught face-to-face formats provide insight into their decisions, dilemmas, and processes to transition three multi-section courses to a hybrid format.
Start Date
5-22-2019 3:00 PM
End Date
5-22-2019 4:15 PM
Description
The frustrations and concerns expressed by college instructors about student work styles are not terribly surprising given the current trends in the ways today’s students access information – and their attitudes and approaches to learning. To align teaching approaches with learning style trends and student needs, many colleges and universities are increasingly offering online learning options. Among the models, blended/hybrid courses are the fastest growing (Babb, Stewart, & Johnson, 2010). Similar to “flipping” the classroom, hybrid models employ online lectures and learning tasks using “easy-to-use, readily accessible technology” to complement in-person activities (Roehl, Reddy, & Shannon, 2013, p. 44). The online and in-person instructional elements of the courses are designed to interact and benefit from the strengths of each other (Learning Technology Center, 2014). The intention of this model is to engage students through an expanded range of hands-on instructional activities during class time (Roehl, Reddy & Shannon, 2013).
The panel will consist of four instructors of different ages, educational training, and professional backgrounds, who transformed existing face-to-face courses into hybrid models at a public university. The presenters, who had previously exclusively taught face-to-face courses, will provide insight into their decisions to transition to this model, their experiences developing and implementing the model for the first time, and the outcomes and impact the approach has had in their work with university students.
The panel will begin with a whole group conversation concerning challenges of face-to-face formats. Attendees will also be asked to share how they have attempted to address said challenges. Then, each panelist will provide brief descriptions of their background and context of the courses selected for this pilot project While all three courses now follow what the instructors have dubbed the “PANDA” sequence (Practice and Apply, New Content, Discuss and Analyze) their pathways to adopting the model and implementation, as they will share, are unique. After demonstrating one of the courses online, the remainder of time will be dedicated to Q&A. Attendees who prefer not to ask questions aloud will have the opportunity to write their questions or comments on index cards that we will read and respond to these during Q&A.
Saying Hi to Hybrid!
What is gained and lost from the instructors’ perspective by using online learning? What is the time commitment? What ideological/philosophical/logistical challenges emerge? Four instructors, who had exclusively taught face-to-face formats provide insight into their decisions, dilemmas, and processes to transition three multi-section courses to a hybrid format.