Hybrid Courses for Preparing Elementary Mathematics Specialists

2020 ◽  
pp. 79-98
Author(s):  
Kathleen Pitvorec ◽  
Mary Jo Tavormina
Keyword(s):  
Elementary Mathematics ◽  
Course Design ◽  
Leadership Skills ◽  
Computer Supported Collaborative Learning ◽  
Hybrid Courses ◽  
Pedagogical Content ◽  
Post Secondary ◽  
Face To Face ◽  
Mathematics Specialists ◽  
Online Coursework

Post-secondary education has seen an explosion of interest in computer-supported collaborative learning as a pathway for teacher education. Hybrid courses potentially provide broader access to coursework while keeping costs manageable. In this chapter, the authors report on the iterated design and implementation of hybrid courses designed to prepare teachers to become elementary mathematics specialists. The authors describe a framework for building face-to-face and synchronous online sessions that complement each other, while attending to community building, the exploration of mathematical and pedagogical content, as well as the development of leadership skills and tools. They discuss how they have addressed the challenges of online coursework in their evolving course design. They present their successes and how they have capitalized on the opportunities these successes offer, and they conclude by synthesizing the lessons they have learned, the implications of our work, and the recommendations they have for moving forward.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

The Hybrid Course

2010 ◽  
pp. 816-828
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Hybrid Courses ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybrid courses, which blend face-to-face instruction with online learning, and opportunities provided by the introduction of Web-based social interaction technologies. It discusses the pedagogical implications of various Web 2.0 tools: that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that as hybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning, the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

The Hybrid Course

2010 ◽  
pp. 220-232
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Hybrid Courses ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybrid courses, which blend face-to-face instruction with online learning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses the pedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that as hybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning, the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

Placing Technology in Learner-Centered Design Through Blended Learning in Post-Secondary Education

2018 ◽  
pp. 630-645
Author(s):  
Doug Reid ◽  
John Ewing
Keyword(s):  
Blended Learning ◽  
New Technologies ◽  
Course Design ◽  
University Education ◽  
Post Secondary ◽  
Face To Face ◽  
Course Redesign ◽  
Learner Centered ◽  
Education Courses ◽  
Improve Student Learning

Two university education courses were converted from face-to-face delivery to a blended learning delivery model. Ideally the conversion took place to leverage new pedagogical understandings and new technologies to improve student learning. The redesign of the courses also came about for economic and scheduling reasons. The result of this conversion was the creation of two new blended learning courses that were designed to be learner centered, constructivist, and reflective. In theory, two different courses were created demonstrating the possibilities available when applying theoretical practices to course redesign. In practice, this allowed pre-service teachers to experience a pedagogically appropriate course that they can use as a model later in their own professional practice. It also emphasized the importance of giving learners control of their learning, their time and valuing their input into course design.

Blended Learning: Balancing the Best of Both Worlds for Adult Learners

2019 ◽  
Vol 31 (4) ◽  
pp. 139-149
Author(s):  
Kelly McKenna ◽  
Kalpana Gupta ◽  
Leann Kaiser ◽  
Tobin Lopes ◽  
Jill Zarestky
Keyword(s):  
Decision Making ◽  
Adult Learners ◽  
Empirical Study ◽  
Blended Learning ◽  
Course Design ◽  
Delivery Mode ◽  
Hybrid Courses ◽  
Face To Face ◽  
Blended Courses ◽  
The Ideal

Blended, or hybrid, courses have often been touted as the ideal way to facilitate learning as they allow learners to interact in both face-to-face and online settings, thereby experiencing the “best of both worlds.” In practice, that ideal learning setting is more difficult to achieve. While blended courses have the potential to integrate the most beneficial aspects of each modality, such course design requires diligence to successfully navigate a balance and ensure the optimal delivery mode is considered for each learning scenario. In this article, the authors share the most current research on blended learning for adults, including benefits and drawbacks, various blended models, the results of an empirical study comparing two blended designs, and conclude with a practitioner tool to guide decision-making and achieve the appropriate balance of online and face-to-face and ultimately realize the best of both worlds for adult learners.

scholarly journals Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

e-mentor ◽  
2020 ◽  
Vol 86 (4) ◽  
pp. 62-71
Author(s):  
Dorina Tila ◽  
Keyword(s):  
Student Performance ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Courses ◽  
Face To Face ◽  
Student Academic Performance ◽  
The Face ◽  
Blended Online Learning ◽  
Data Informed

This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.

scholarly journals Evidence of Co-learning through a Relational Pedagogy: Indigenizing the Curriculum through MIKM 2701

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Emily Root ◽  
Stephen Augustine ◽  
Kathy Snow ◽  
Mary Doucette
Keyword(s):  
Course Design ◽  
University Faculty ◽  
Dual Mode ◽  
Relational Pedagogy ◽  
Post Secondary ◽  
Face To Face ◽  
Design Considerations ◽  
Cape Breton ◽  
Second Year

In the winter term of 2016, Cape Breton University launched a revised version of a second year Mi’kmaw Studies course entitled Learning from the Knowledge Keepers of Mi’kmaki (MIKM 2701). This course was designed to be led by local Elders and Knowledge Keepers with facilitation support from university faculty. It was designed by course facilitators as a dual-mode course, with the opportunity for students to participate face-to-face and online, and the excitement it generated quickly went “viral.” In this paper, we describe the experiences of the participants in the course through an analysis of their own reflections on the 13 weeks of instruction. The aim of this analysis is to share course design considerations for post-secondary institutions attempting to “Indigenize the academy” at a course level, but also to evaluate the process of co-learning as it was evidenced in the course as a means to address educational complexity and decolonization efforts in the classroom.

Placing Technology in Learner-Centered Design through Blended Learning in Post-Secondary Education

2017 ◽  
pp. 69-84
Author(s):  
Doug Reid ◽  
John Ewing
Keyword(s):  
Blended Learning ◽  
New Technologies ◽  
Course Design ◽  
University Education ◽  
Post Secondary ◽  
Face To Face ◽  
Course Redesign ◽  
Learner Centered ◽  
Education Courses ◽  
Improve Student Learning

Two university education courses were converted from face-to-face delivery to a blended learning delivery model. Ideally the conversion took place to leverage new pedagogical understandings and new technologies to improve student learning. The redesign of the courses also came about for economic and scheduling reasons. The result of this conversion was the creation of two new blended learning courses that were designed to be learner centered, constructivist, and reflective. In theory, two different courses were created demonstrating the possibilities available when applying theoretical practices to course redesign. In practice, this allowed pre-service teachers to experience a pedagogically appropriate course that they can use as a model later in their own professional practice. It also emphasized the importance of giving learners control of their learning, their time and valuing their input into course design.

Flipped or Inverted Learning

2013 ◽  
pp. 241-265 ◽  
Author(s):  
Christine Davis
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Course Design ◽  
Functional Approach ◽  
Hybrid Courses ◽  
Face To Face ◽  
Multimedia Tools ◽  
Class Time ◽  
Inverted Classrooms ◽  
Technical Considerations

A number of researchers have explored the use of multimedia to support instruction in inverted classrooms providing a functional approach for university face-to-face and hybrid courses. Students in inverted learning work online before class listening to prerecorded lectures and completing related activities reserving class time for problem solving, projects, authentic applications, and reflection. The purpose of this chapter is to explore the value of cognitive and metacognitive elements in flipped – also known as inverted – learning that promote active learning. Practical strategies for course design and technical considerations related to how multimedia tools can be used to deliver and support instruction are also addressed.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

Sign in / Sign up

Export Citation Format

Share Document