Integrating Quality Matters Into Hybrid Course Design

2014 ◽  
Vol 36 (3) ◽  
pp. 233-243 ◽  
Author(s):  
Mark R. Young
Keyword(s):  
Course Design ◽  
Hybrid Course ◽  
Quality Matters ◽  
Hybrid Course Design

scholarly journals Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design

2012 ◽  
Vol 42 (1) ◽  
pp. 30-50
Author(s):  
Li Jin
Keyword(s):  
Mandarin Chinese ◽  
Sociocultural Theory ◽  
Course Design ◽  
Zone Of Proximal Development ◽  
College Level ◽  
Proximal Development ◽  
Hybrid Courses ◽  
Hybrid Course ◽  
Teacher Student ◽  
Hybrid Course Design

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.

scholarly journals Effectiveness of Flip Teaching Strategy on Academic Achievement of Student Teachers

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Academic Achievement ◽  
Active Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Course Design ◽  
Teaching Strategy ◽  
Hybrid Course ◽  
Teaching Economics ◽  
Hybrid Course Design ◽  
Experimental Group

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.

scholarly journals Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content Relative to a Traditional Classroom Format

2015 ◽  
Vol 15 (5) ◽  
pp. 72-81
Author(s):  
Jeffrey S Martin ◽  
Joan E Kreiger ◽  
Amy L Apicerno
Keyword(s):  
Student Satisfaction ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Course Design ◽  
Course Delivery ◽  
Medical Terminology ◽  
Hybrid Courses ◽  
Hybrid Course ◽  
Course Content ◽  
Hybrid Course Design

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

scholarly journals Hybrid Course Design: Leading a New Direction in Learning Programming Languages

2020 ◽  
Author(s):  
Lulu Sun ◽  
Matthew Kindy ◽  
Caroline Liron ◽  
Christopher Grant ◽  
Shirley Waterhouse
Keyword(s):  
Programming Languages ◽  
Course Design ◽  
Hybrid Course ◽  
Learning Programming ◽  
Hybrid Course Design

Hybrid Course Design: Promoting Student Engagement and Success

2015 ◽  
Vol 21 (4) ◽  
pp. 539-556 ◽  
Author(s):  
Jennifer Shea ◽  
M. Ernita Joaquin ◽  
Meg Gorzycki
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Hybrid Course ◽  
Hybrid Course Design

scholarly journals 9. Quality Matters: A Faculty-Centred Program to Assure Quality in Online Course Design

2011 ◽  
Vol 3 ◽  
pp. 49 ◽  
Author(s):  
Kay Shattuck
Keyword(s):  
Review Process ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Research Literature ◽  
Quality Assurance Program ◽  
Online Course ◽  
Design Standards ◽  
Online Course Design ◽  
Quality Matters

One of the dilemmas faced by today’s faculty is assuring quality in online courses. As one solution to that dilemma, Quality Matters (QM), a program of MarylandOnline, built a rubric of design standards informed by existing research literature and best practices. The rubric was implemented within a faculty-centred, peer review process in which colleagues share their expertise to facilitate course design improvements and to achieve an established level of quality in online course design. This article will describe the basic tenets and processes of QM as an inter-institutional quality assurance program for online learning.

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