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 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 Higher Education Course Content: Paper-Based Online or Hybrid Course Delivery?

10.28945/2794 ◽  
2004 ◽  
Author(s):  
Glen Van Der Vyver ◽  
Michael Lane
Keyword(s):  
Distance Learning ◽  
Graduate Students ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Hybrid Models ◽  
Course Delivery ◽  
Education Programs ◽  
Hybrid Course ◽  
Course Content ◽  
Electronic Delivery

The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.

scholarly journals LARGE SCALE QUALITY ENGINEERING IN DISTANCE LEARNING PROGRAMS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Rita I. Herron ◽  
Cinda Holsombach-­Ebner ◽  
Alice K. Shomate ◽  
Kimberly Jo Szathmary
Keyword(s):  
Distance Learning ◽  
Student Satisfaction ◽  
Professional Education ◽  
Teaching And Learning ◽  
Large Scale ◽  
Course Design ◽  
Course Delivery ◽  
Certificate Programs ◽  
Geographically Dispersed ◽  
Delivery Term

Embry-Riddle Aeronautical University serves more than 36,000 online students across the globe, many of whom are military and other non-traditional students, offering 34 undergraduate, graduate, and professional education/workforce certificate programs, presented both online (Blackboard) and via blended delivery modes. Our highly-centralized model of online course production and management produces and maintains more than 200 turnkey-style courses, including several award winners, which all meet the highest quality standards. Courses are designed by faculty members in partnership with an instructional design production team, working together to ensure course goals and learning objectives are achieved. Then, more than 800+ geographically- dispersed instructors are prepared to facilitate the courses and are monitored and coached throughout each course delivery term. With a student satisfaction rate above 85%, how do we ensure that quality is pervasive at every stage in the distance learning process? In addition, how do we innovate and continue to ensure the quality of design and instruction remains our top priority? The article addresses components of our distance learning model at ERAU-Worldwide, including administration, course design, instructor professional development, and course delivery, all with a focus on how we assure instructional quality at every stage. The people and processes used and how we harness Web 2.0, mobile, and cloud technologies to facilitate distance learning administration, teaching, and learning are detailed.

scholarly journals Asynchronizing with the Framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class

2020 ◽  
Vol 81 (11) ◽  
pp. 530
Author(s):  
B. Grantham Aldred
Keyword(s):  
Online Instruction ◽  
Course Delivery ◽  
First Year ◽  
Library Instruction ◽  
First Year Writing ◽  
University Of Illinois ◽  
Hybrid Course ◽  
Course Content ◽  
Writing Class ◽  
The University

As many of yours surely have, my institution, the University of Illinois-Chicago (UIC), moved at great speed to adapt to the need for online instruction this fall. This has proved a challenge for library instruction, to put it mildly. Our library instruction has almost exclusively been in-person, on-site, and live, and the switch to online and hybrid course delivery has made all of those aspects difficult, especially when it comes to courses offered asynchronously, where students engage with course content at different points in time within a given timeframe.

scholarly journals Further Exploring Differences in Business Undergraduate Perceived Outcomes by Preferred Classroom Learning Environment

2018 ◽  
Vol 7 (5) ◽  
pp. 20 ◽  
Author(s):  
Gary Blau ◽  
Sherry Jarrell ◽  
Michael McCloskey ◽  
Wayne Williams ◽  
Alan Kerzner ◽  
...  
Keyword(s):  
Online Survey ◽  
Complete Data ◽  
Course Delivery ◽  
Institutional Commitment ◽  
Classroom Learning ◽  
Hybrid Courses ◽  
Hybrid Course ◽  
Face To Face ◽  
Hybrid Class ◽  
Perceived Outcomes

The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom learning environments (CLE): online, hybrid, or face-to-face (F2F). Six different perception-based outcomes were measured: easy to use technology, peer-perceived favorability of online/hybrid courses (peer-PFoOC); instructor-perceived favorability of online/hybrid courses (instructor-PFoOC); intent to recommend online/hybrid courses; institutional commitment; and persistence towards graduation. Undergraduates who were simultaneously taking at least one online or hybrid class and F2F course, i.e., mixed course delivery format, voluntarily completed an online survey. In the fall of 2017, a complete-data sample of n = 242 respondents was obtained and in the spring of 2018 the complete-data sample was n = 237. Consistent results across both samples were found for the outcomes. Undergraduates who preferred either online or hybrid CLE had significantly higher peer-PFoOC, instructor-PFoOC, and intent to recommend online/hybrid courses than students preferring an F2F environment. There were no differences between these three CLE preference groups in perceived easy to use technology, institutional commitment or persistence. As universities increase their online and hybrid course offerings monitoring student perceived outcomes between F2F and online/hybrid course sections will continue to be important.

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