Hybrid Online Meeting


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  • The most efficient way to accomplish this is by adding multiple sections of large enrollment courses that are taught as hybrid or fully online classes. For example, 100 students taking a 3-credit undergraduate course in a hybrid format = 20 FTEs; in contrast, 30 students taking a 3-credit course = 6 FTEs.
  • N= 79; The top four reasons that students desire to take online and hybrid courses at CWE
  • Hybrid Online Meeting

    1. 1. ONLINE/HYBRID COMMITTEE Elizabeth Matthews, PhD Karen Gregory, MA, ABD City College, CWE
    2. 2. Committee Goals    Work with individual departments/divisions to assess interest and need in online/hybrid courses Increase the number of online/hybrid course offerings (as appropriate for each department/division) Consider the department/divisions short and longer term goals related to online/hybrid courses and educational technology in general
    3. 3. CCNY: How We Compare Percentage of Instructional (Student) FTEs Offered Partially or Totally Online (from CUNY PMP) 9.00 % of Instructional (Student) FTEs 8.00 7.00 6.00 5.00 City College Sr Coll Average 4.00 CUNY Average 3.00 2.00 1.00 0.00 Fall 08 Fall 09 Fall 10 Fall 11 Fall 2012
    4. 4. CCNY: How We Compare    FALL 2012: U/G FTEs Partially or Fully Online (City)131.85 FALL 2012L U/G FTEs Partially or Fully Online (CUNY Average) 744.22 To equal CUNY Average, City College must add 612.37 FTEs
    5. 5. Findings from CWE Assessment: Why Students Take Online/Hybrid Classes Reasons for Taking Online/Hybrid 70 60 50 40 30 20 10 0 Family Time Job Issues Personal Time Allowed Summer Schedule
    6. 6. Benefits Noted by Students Learning Benefits Improved Reading Completion Improved Time Management Improved Tracking of Grades Improved Writing Skills
    7. 7. Faculty Perceptions  Benefits for Students 100% responded that student learning of course outcomes was the same or better than similar F2F  Larger numbers of students participating in discussions   Benefits for Faculty Greater flexibility for conference and research travel  No “missed” classes due to illness/travel  Improved flexibility life/work balance  Ease of posting materials and integrating rubrics/grades into one place  Easier tracking of student work 
    8. 8. Moving Forward     Introducing the faculty reps to a model of online training and course development Reps and Advocacy Role within Department/Division Developing an infrastructure for online/hybrid coursework and the incorporation of educational technology Assessing the needs of each department/division:     Student interest Faculty interest Tech needs/resources Creating a strategic plan
    9. 9. Collaborations & Resources     College Infrastructure Department/Division Level Faculty Platform & Ongoing Development
    10. 10. Goals for Timeline     Connect with chair/dean to determine 5+ courses that could be developed online/hybrid (February) Assessment of the student needs, faculty interests, tech needs (Feb-March) Introduction to resources/support and BB platform (late February) Educational Tech workshops on special topics  Using collaborate, voice thread wordpress, mindomo (March-May) --* optional
    11. 11. Timeline    Course Shell Development (March-April) Recruitment of faculty to be trained by CETL for Fall 14 and Spring 15 teaching (April- May) Presentation of Progress (early May)
    12. 12. How we can help     Help modify survey instruments to better fit your division/department needs Assist with talking to faculty/chairs/deans in your division about online/hybrid courses Help you think about policies and infrastructure for online/hybrid courses as well as supporting resources Assist you one-one with your course development shell in BB
    13. 13. Contact Information Elizabeth Matthews ematthews@ccny.cuny.edu  Karen Greogry kgregory@ccny.cuny.edu 