Why Hybrid Courses?


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Research presentation on hybrid courses in higher education

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Why Hybrid Courses?

  1. 1. Hybrid courses: better teaching, deeper learning Arizona State University Applied Learning Technologies Institute alt^I
  2. 2. Hybrid: hy·brid (hIbrid) n. 1. Genetics The offspring of genetically dissimilar parents or stock, especially the offspring produced by breeding plants or animals of different varieties, species, or races. 2. a. Something of mixed origin or composition. b. Something, such as a computer or power plant, having two kinds of components that produce the same or similar results. 3. A word whose elements are derived from different languages.
  3. 3. Why hybrid? <ul><li>Flexibility </li></ul><ul><li>Access </li></ul><ul><li>Retention </li></ul><ul><li>Engagement of diverse learners </li></ul><ul><li>Responsibility for information literacy and prepared learners </li></ul><ul><li>It’s the right thing to do!! </li></ul>
  4. 4. flexibility <ul><li>Learners ‘come to class’ when they want, when they’re best prepared, when they’re alert, when they’re most able to engage. </li></ul>
  5. 5. access <ul><li>Reduced seat time creates more opportunity for learners to fit learning into their schedule of commitments </li></ul>
  6. 6. retention <ul><li>Bleed (2006) study of 250,000 MCC students: </li></ul><ul><li>“ Life interruptions as reflected in the reasons of excessive absences, work schedule change, personal issues, family problems, health, transportation, housing moves, and the like were 65 percent of the reasons for students dropping a course. </li></ul><ul><li>“ The differences in successful course completions range from 7 to 29 percentage points between day, full semester, fixed seat time courses, and the other courses that have less fixed seat time requirements. The differences significantly impact enrollment counts, budget, and cost to students.” </li></ul>
  7. 7. institutional responsibility <ul><li>Society is asking higher education to step up and graduate skilled, information literate “thick-skinned collaborators” that are able to thrive in a digital world. Szulik, M. (2006). What business wants from higher education (ELI Web Symposium ed.). Boulder, CO: EDUCAUSE. </li></ul>
  8. 8. engagement <ul><li>Non-oral, reflective, introverted learners feel a greater sense of participation and belonging if there is a significant online component in course format. Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community . </li></ul>
  9. 9. ASU tools now available to enable online components in teaching and learning
  10. 10. Blackboard: a course management and collaborative learning environment
  11. 11. Google Docs and Spreadsheets
  12. 12. Podcasting & ASU on iTunesU: audio and video publishing via subscription & on-demand
  13. 13. Enables user to store, annotate and format citations in multiple citation styles a collaboration with the ASU Libraries
  14. 14. Adobe Connect (Macromedia Breeze) audio annotation of PowerPoint
  15. 15. Wikis (wiki.asu.edu): Web-based collaborative writing
  16. 16. Sakai: open source Course Management System
  17. 17. Blogging (blog.asu.edu): a space for every ASU affiliate to publish to the Web and invite comment, exchange, ideas
  18. 18. SafeAssignment: an anti-plagiarism tool, embedded in Blackboard
  19. 19. Open Source e-Portfolios
  20. 20. alti.asu.edu [email_address]