Rethinking Online Space: Encouraging Student Immersion for Online and Hybrid Courses

2009 ◽  
Vol 9 (2) ◽  
pp. 70-85
Author(s):  
Aaron Toscano
Keyword(s):  
Hybrid Courses

Assessing Student Learning in Hybrid Courses

2017 ◽  
Vol 2017 (149) ◽  
pp. 37-45
Author(s):  
Traci Stromie ◽  
Josie G. Baudier
Keyword(s):  
Student Learning ◽  
Hybrid Courses

scholarly journals Learning strategies used by undergraduate and postgraduate students in hybrid courses in the area of health

2012 ◽  
Vol 20 (3) ◽  
pp. 551-558 ◽  
Author(s):  
Henry Maia Peixoto ◽  
Mariana Maia Peixoto ◽  
Elioenai Dornelles Alves
Keyword(s):  
Graduate Students ◽  
Learning Strategies ◽  
Quantitative Data ◽  
Study Habits ◽  
Hybrid Courses ◽  
Postgraduate Students ◽  
Post Graduate ◽  
Course Content

This study aimed to investigate the learning habits and strategies of undergraduate and post-graduate students matriculated in hybrid courses in the area of healthcare at a Brazilian university. 220 graduate students were invited to participate in the research, of whom 67.27% accepted. An exploratory methodology was utilized, which analyzed quantitative data collected by a structured instrument. A similarity may be observed between undergraduate and postgraduate students concerning the majority of education habits and learning strategies, such as the large proportion of those who read more than half of the course content and of those who preferred to study alone, as well as in the high use of the majority of strategies evaluated. It is concluded that both the groups present appropriate study habits and satisfactorily used the learning strategies investigated.

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

Improving Hybrid and Online Course Delivery Emerging Technologies

2010 ◽  
pp. 239-258 ◽  
Author(s):  
Nory B. Jones ◽  
Christian Graham
Keyword(s):  
Wavelength Division Multiplexing ◽  
Second Life ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Satellite Networks ◽  
Course Delivery ◽  
Online Course ◽  
Hybrid Courses ◽  
Wavelength Division ◽  
Online Tools

As educational budgets continue to shrink, colleges and universities have turned to online course delivery as a means of increasing enrollments. In addition, with the proliferation of Internet-based course management and other software that facilitate the learning experience, many traditional courses are adding an online component, creating hybrid courses in different formats. In this chapter, the authors explore different strategies and technology solutions to help instructors develop rich, dynamic courses, whether they are completely online or hybrid courses that use online tools and technologies to augment the traditional class. This chapter covers the advantages and disadvantages of hybrid courses, technologies and practices available for them, emerging technologies such as Second Life™, social networks, dense wavelength division multiplexing, telepresence, satellite networks, and the use of texting in the classroom.

Using Blogfolios to Enhance Interaction in E-Learning Courses

2010 ◽  
pp. 455-470 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Harrison Hao Yang
Keyword(s):  
United States ◽  
The United States ◽  
Online Course ◽  
Online Interaction ◽  
Hybrid Courses ◽  
E Learning

Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction, portfolios development, and blogs use in education. It then discussed the potential uses of Weblog-based portfolio for e-learning courses in supporting interactions among students and instructors, and presented a case study on how a blogfolio approach was implemented into three hybrid courses and one fully online course at two universities in the United States. The effectiveness of the blogfolio approach on interactions in both fully online and hybrid courses has been assessed and confirmed in this study.

Blending Synchronous and Asynchronous Interactivity in Online Education

2010 ◽  
pp. 162-184 ◽  
Author(s):  
Kamna Malik
Keyword(s):  
Online Education ◽  
Hybrid Courses ◽  
Time And Space ◽  
Business Outcomes ◽  
Time Space ◽  
Market Pressure

Online education is characterized by conflicting variables of time, space and interactivity. In response to the market pressure for time and space flexibility, interactivity between student-student and studentteacher usually suffers. Literature reports lack of interaction as the prime reason for reduced quality in online and hybrid courses. This chapter emphasizes the need to balance time, space and interactivity through appropriate blending of tools of interactivity so as to maximize learning as well as business outcomes. Experience related to blended use of various synchronous and asynchronous tools of interaction is shared.

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