hybrid teaching
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2022 ◽  
pp. 1-15
Author(s):  
Elize Bisanz

The chapter targets the disruptive impact of the pandemic on learning environments and explores the responsive features it revealed about human resilience, creativity, and culture. By using the relational reasoning method, the chapter analyzes similarities and discrepancies between technological and human communication patterns to enhance digital learning. Furthermore, insights from synchronous and hybrid teaching experience exemplify how a relational and reflective learning approach helps us thrive as humans, as cultural selves, and enhance our skills as sovereign agents in any given environment, be it natural or virtual.


2021 ◽  
Vol 7 (02) ◽  
pp. 402-414
Author(s):  
Rika Mustika

This study aims to describe the hybrid learning teaching model which is an alternative thematic teaching model in grade 2 SD. This research is a qualitative descriptive study. For data collection in this study, it will be done by taking secondary data in the form of interviews to support the literature review that has been collected by researchers. The stages of the research carried out were data collection in the form of interviews, articles, data reduction, and data review. This study shows the results of interviews with teachers who have knowledge of how well students learn online, and the disadvantages that face-to-face and virtual learning must bear simultaneously but still produce effective results for learning. Other results from proponents suggest that now, educators, administrators, and K-12 families and other education sectors can see the impact of hybrid teaching delivery options, all of which make teaching more effective.


2021 ◽  
Vol 5 (12) ◽  
pp. 156-161
Author(s):  
Peipei Zhou

The combination of production-oriented approach (POA) and modern computer technology makes English learning and teaching more convenient and efficient. This research combines the computer-assisted language learning (CALL) mode with POA to form the online and offline hybrid teaching mode, aiming to provide a reference for English teachers.


2021 ◽  
Vol 5 (12) ◽  
pp. 128-133
Author(s):  
Yi Qian

Aiming at the issue of professional engineering certification, this article introduces the hybrid teaching method to the teaching of Principles of Computer Composition, as the core course of computer specialty in applied undergraduate colleges, as well as discusses the experimental teaching method of this course. The teaching scheme is designed in the aspects of experimental teaching platform, teaching content, and student achievement assessment. By making full use of online and offline resources, this teaching method realizes the diversification of learning materials and learning means, the three-dimensional learning space and learning time, as well as effectively improves the teaching effect and quality.


2021 ◽  
Vol 5 (12) ◽  
pp. 24-31
Author(s):  
Xiuying Wu ◽  
Lingjia Chen

In view of the current situation that offline teaching is the main mode of teaching Java Programming in higher vocational schools, this paper introduces the online and offline hybrid teaching method and expounds it from the aspects of blended learning design, teaching organization, and implementation. At the same time, combined with the characteristics of blended learning, this paper proposes that under the new mode, teachers should actively change the form of teaching and research, the teaching mode, and the role of teachers, take students as the center, and build an independent and effective classroom.


2021 ◽  
Vol 5 (12) ◽  
pp. 52-57
Author(s):  
Juan Li

At present, the demand for high-tech practical talents in China is increasing. It is particularly important to concoct a teaching model, which adapts to the national new engineering construction strategy based on the current situation of college computer learning and teaching, for computer courses. In view of the existing problems in the teaching of computer courses, there is a transformation from process-oriented to result-oriented in this study, combining online information teaching and offline classroom teaching as well as proposing a hybrid teaching model based on the OBE concept. This article assumes the public basic computer course for engineering majors as an example to explain and summarize the hybrid teaching model based on the OBE concept from the whole teaching process.


2021 ◽  
Vol 9 (6) ◽  
pp. 160-175
Author(s):  
Neha Anand ◽  
Abbey Bachmann

Since the onset of the COVID-19 pandemic, the entire system of education around the world is living each day under rapid experimentation to grapple with unforeseen challenges. The event of the COVID-19 pandemic has not only impacted a student’s track of learning but also disrupted the everyday functioning of schools. In the case of the United States, since the beginning of March 2020, when schools were pushed into remote learning options, most teachers had minimal training and resources to teach online. Teachers faced technological challenges and suffered a severe lack of pedagogical knowledge to engage students in an online platform. The overnight switch of face-to-face to remote teaching has added to existing teacher workloads, including accommodating student learning and engagement on the virtual platform. The narrative study considers the experiences of Ally, a veteran teacher, who experienced doubts about her sense of confidence as a teacher with the overnight change of instructional formats. Qualitative analysis was conducted from two interviews, 12 written reflections, and observation notes. Following a review of relevant literature, we report the narrative account of this teacher’s lived experiences. Next, we present suggestions and implications for research and practice while addressing the following research question: What were the lived experiences of a veteran teacher while pursuing a hybrid teaching instruction format, in both the traditional and online delivery format?


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