Blended/hybrid course design in Active Learning Cloud at South Dakota State University

Author(s):  
Zhong Hu ◽  
Shouhong Zhang
2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Himanshu Tripathi

The concept of Flipped classroom is based on the concept of active learning, student engagement, hybrid course design and course podcasting. The classroom becomes a workshop where interaction among Educator and students takes place. Since effectively flipping a classroom brings many benefits, it will provide opportunities to B.Ed student teachers to learn at their own pace easily. In this study, B.Ed student teachers from two different teacher training institutes were randomly selected (22 from each having Economics as their optional teaching subject). In an institute, 11 students out of 22 were randomly assigned as the control and rest as the experimental group. So, 22 students were in the control and the experimental group combining both the institutes. The result in this strategy seems to be effective in teaching Economics by student teachers, without any monetary burden in creating active learning environment in the classroom.


2012 ◽  
Vol 42 (1) ◽  
pp. 30-50
Author(s):  
Li Jin

This paper explains how sociocultural theory (SCT), particularly its threekey concepts: mediation, zone of proximal development, and agency, canbe used to guide the course design of college-level 1st-year MandarinChinese hybrid courses. Specific examples are illustrated to demonstratehow three aspects of the hybrid course design: 1) learning materials andtasks, 2) teacher-student and student-student interaction, and 3)assessments, are guided from a SCT perspective. The feedback fromstudents enrolled in a college-level hybrid Mandarin Chinese coursesequence is also provided.


2015 ◽  
Vol 15 (5) ◽  
pp. 72-81
Author(s):  
Jeffrey S Martin ◽  
Joan E Kreiger ◽  
Amy L Apicerno

Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to evaluate the effectiveness of a hybrid course design in meeting and/or exceeding course objectives, as determined by student satisfaction and perceptions. Both hybrid and traditional class groups agreed that Medical Terminology has potential to be delivered in a hybrid format, but the hybrid group’s agreement was significant stronger (+0.38 points on 5-point scale, P=0.008). Key words: hybrid course, flipped classroom, SOTL, STEM


2020 ◽  
Author(s):  
Lulu Sun ◽  
Matthew Kindy ◽  
Caroline Liron ◽  
Christopher Grant ◽  
Shirley Waterhouse

2015 ◽  
Vol 21 (4) ◽  
pp. 539-556 ◽  
Author(s):  
Jennifer Shea ◽  
M. Ernita Joaquin ◽  
Meg Gorzycki

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 110-111
Author(s):  
David A Clizer ◽  
Paul Cline ◽  
Brent Frederick ◽  
Ryan S Samuel

Abstract Dried distiller grains with solubles (DDGS) is a popular protein source in grow-finish swine diets to replace soybean meal. An experiment was conducted at the South Dakota State University commercial swine research facility to determine the effect of standardized ileal digestible (SID) Trp:Lys ratio in grow-finish swine diets containing 40% DDGS compared to a standard corn-soybean meal diet. A total of 1,170 pigs (38.6 ± 0.2 kg initial BW) were utilized in a 98-d trial (9 pens per treatment). Pens of pigs were randomly allotted to 1 of 4 DDGS dietary treatments providing SID Trp at 15, 18, 21, and 24% of Lys or a corn-soybean meal diet (18%). Diets were isocaloric, with lysine at 100% of the requirement. From d 0 to 82, increasing Trp:Lys ratio in DDGS diets improved (P < 0.01) BW, ADG, and ADFI with no effect on F:G. Pigs fed the corn-soybean meal diet had greater (P < 0.01) BW, ADG, ADFI, and F:G compared to the DDGS diets with the exception of the ADFI of the 24% Trp:Lys treatment. From d 82 to 98, increasing SID Trp:Lys in DDGS diets had no effect on performance. Overall (d 0 to 98), increasing SID Trp:Lys in DDGS diets increased (P < 0.02) final BW and ADG, but pigs failed to perform to the same degree as the corn-soybean meal diet. Increasing SID Trp:Lys in DDGS diets resulted in an increase in hot carcass weight (P < 0.01); however, diets containing DDGS had decreased (P < 0.02) hot carcass weight, dressing percentage, percent lean, and loin depth compared to pigs fed the corn-soybean meal diet. These results indicate that increasing the SID Trp:Lys in diets containing 40% DDGS improved performance in early grow-finish phases with no effect in late finishing, but performance was inferior to standard corn-soybean meal diets.


Sign in / Sign up

Export Citation Format

Share Document