Hybrid Course Design and Instruction Guidelines

Transcription

1 Hybrid Curse Design and Instructin Guidelines Terminlgy There are n standard definitins fr what cnstitutes a hybrid curse, but sme generally accepted descriptins fllw. In nline learning literature (and at mst institutins reviewed as part f this research), the terms hybrid and blended are used synnymusly. A hybrid curse uses varius delivery methds t best meet curse and sessin utcmes. The blend may cnsist f any cmbinatin f face-t-face classrm instructin, asynchrnus discussin frums, and synchrnus sessins cnducted live ver the Internet, depending n curse cntent. 1 A well-designed hybrid curse takes advantage f the best features f bth face-t-face and nline learning s that the activities f each reinfrce, cmplement, and elabrate ne anther. In a prly designed hybrid curse, the nline cmpnent is viewed as an add-n r a duplicate f what is taught in the classrm. 2 The prprtin and structure f nline and face-t-face meeting times can vary widely, based n the gals and needs f the prgram/curse. Hybrid Curse Design: Fundamental Questins Faculty wishing t develp a hybrid curse shuld cnsider the fllwing fundamental questins. 3 Subsequent sectins f this dcument elabrate n related principles and best practices. What are the learning utcmes fr yur curse? Which learning utcmes are best suited t the nline envirnment and which are apprpriate fr the face-t-face classrm? Hw will yu integrate yur nline and face-t-face curse cmpnents? What will nline discussins and activities add t yur curse? What challenges regarding nline discussins d yu anticipate? Hw will yu handle these challenges? Hw will yu assess the wrk in each setting? 1 Tp Ten D s and Dn ts fr Blended Learning, Babsn Cllege Curriculum Innvatin and Technlgy Grup. Accessed July 21, 2011, at < 2 Hybrid Curses: Frequently Asked Questins, University f Wiscnsin-Milwaukee Learning Technlgy Center. Accessed July 20, 2011, at < 3 "Questins fr Reflectin n Creating Hybrid Curses," University f Wiscnsin-Milwaukee Learning Technlgy Center. Accessed July 20, 2011, at < 1

2 Learning Outcmes and Methds f Delivery As indicated abve, the first step in designing a hybrid curse invlves develping/reviewing the curse and mdule learning utcmes (pening with actin verbs and indicating skills t be demnstrated upn curse/mdule cmpletin) and determining which utcmes are better suited t face-t-face instructin and which utcmes align with nline instructin. Faculty shuld fcus n the integratin f face-t-face and nline cmpnents, as this cnnectin is essential t avid teaching tw parallel but uncnnected curses. Learning strategies well-suited t the nline envirnment include 4 : Asynchrnus discussins Applicatin f thery t persnal and prfessinal experiences Case studies Sharing news items Peer review f wrk Grup wrk Private grup discussin bard Grup synchrnus chat tl Applicatin/file sharing area r tl Guest Speakers n the discussin bard Wikis t cllectively cmpile knwledge Online self-assessment quizzes These activities are included regularly in fully nline curses. T be mst effective, hybrid instructrs shuld be trained in these and related nline instructinal methds including nline discussin facilitatin and evaluatin techniques. Hybrid Design Guidelines: Best Practices Once face-t-face and nline learning strategies have been selected fr curse/weekly utcmes, best practices fr hybrid curse design include: Create a well-defined syllabus that sets student expectatins: define exactly what the utcmes are, hw students will be assessed, when students need t be nline, and when faculty will be available nline. Create weekly checklists (assignment radmaps) fr students t ensure a smth delivery and manageable wrklad. Clearly state what is due fr each day/week. Mre structure is needed in hybrid (and nline) curse delivery. Develp an rganized and cnsistent curse site s that students can find face-t-face and nline materials required fr each sessin/mdule. 4 Hybrid Curse Design, Nrtheastern University Teaching and Learning with Technlgy. Accessed July 21, 2011, at < 2

3 Use a variety f assignment techniques such as individual submissin, grup wrk, discussin pst-and-critique, and discussin pst-and-pen-reply. Tie face-t-face and nline interactins t grades. Integrate a small number f synchrnus sessins t elabrate n a cmplex tpic r t serve as virtual ffice hurs. Create materials t help students with the technlgy and with time management challenges. Hybrid Design Practices t Avid Avid the cmmn tendency t cver t much material and include s many activities that it results in a curse and a half. Online activities will take (students and instructrs) lnger than expected. Avid using face-t-face sessins fr vides r 100% lecture-based classes. When students are in the classrm, they want t interact with faculty and with each ther. Avid t many synchrnus nline sessins. Select apprpriate asynchrnus nline activities and assignments, and define expectatins clearly s that students dn t leap t a let s meet (inpersn r nline) slutin. Instructing a Hybrid Curse: Best Practices Prvide an in-class rientatin t the nline prtin f the curse. Explain the hybrid curse frmat, meeting schedule, and assignments. Make sure that students understand the wrklad expectatins in bth envirnments. Highlight any technical needs r particular assignments that may require additinal resurces. Clearly state in the syllabus all f the infrmatin students will need t knw abut bth delivery media. Make all assignments and ther curse expectatins as explicit as pssible right frm the start. Clearly present the schedule f in-class and nline wrk, with due dates stated explicitly and repeatedly. Intentinal redundancy is necessary in hybrid/nline curses. Prvide nline feedback at the end f each mdule/week. Stay current and engaged. Set aside time t fcus n the nline cmpnents, including reading and respnding t student pstings. Prvide students with resurces fr live technlgy help. Develp back-up plans when technlgy fails, and share these with students. Evaluate the effectiveness f the curse by sliciting student feedback and evaluating results. 3

4 Instructing a Hybrid Curse: Practices t Avid Avid distributing paper-based handuts in face-t-face sessins. Have all materials available electrnically n the curse site. Avid making curse site changes within tw weeks f a due date. Avid s. Use discussin bards fr class-wide and private cmmunicatins. Dn t minimize the imprtance f the nline prtin ver the face-t-face meeting times. Similarly, dn t rely n upcming face-t-face meeting times t address questins r challenges that arise in the nline prtin. Sample Hybrid Structures and Schedules 5 Structures The instructr lectures and facilitates class discussin in the face-t-face classes. Students cmplete nline assignments based n these classrm activities. The nline assignments are psted t asynchrnus discussin frums fr nline discussin. Students prepare small grup prjects nline, and they pst them t discussin frums fr debate and revisin. Students then present the prjects in the face-t-face class fr final discussin and assessment. The instructr places nline curse cntent (text-based lectures; articles; recrdings) fr students t review. Students use these preliminary nline materials t engage in face-t-face small grup activities. Subsequent asynchrnus discussins take place in small grup and class-wide settings. Meeting Schedules Face-t-face meeting-weeks alternating with nline-weeks Face-t-face meetings fr the first 2-3 weeks, fllwed by an extended perid f 4-6 weeks nline, fllwed by a final set f face-t-face meetings Other variants are pssible, but cnsistency and adherence t the schedule pre-defined at the utset f the curse via the syllabus are imprtant. 5 Hybrid Curses: Frequently Asked Questins, University f Wiscnsin-Milwaukee Learning Technlgy Center. Accessed July 20, 2011, at < 4

5 Cmmn Pitfalls 6 Cnfusin In ttal face-t-face r ttal nline classrms, there is n cnfusin abut where, when, r hw classes will be cnducted. Students meet three times a week, fr example, r nt at all. In a hybrid curse, expectatins shift, and research indicates that students can lse track f the curse when they are nt in the face-t-face mde ( ut f sight, ut f mind ). Als, if students are enrlled in multiple hybrid curses, each f which fllws its wn schedule fr face-t-face and nline wrk, managing expectatins can becme even mre cnfusing. Minimizing the Online Cmpnent Research als indicates that there is a tendency fr hybrid instructrs t keep the nline cmpnent f the class relatively superficial. If nt given equal attentin by faculty, then there is a tendency fr students t d the minimum wrk required fr the nline cmpnent as ppsed t the face-t-face interactins. Faculty wh are used t being an active ( sage n the stage ) presence in the face-t-face classrm can face challenges adapting t nline discussins where they must maintain an engaged but mre cllabrative ( guide n the side ) presence. 6 Questining the Hybrid Mdel, by S. Reasns, May 1, 2004, Online Classrm, Magna Publicatins. 5

6 References Babsn Cllege Curriculum Innvatin and Technlgy Grup, Tp Ten D s and Dn ts fr Blended Learning Retrieved frm < Mtley, LaTnya. (March 1, 2007). Nine Tips fr Creating a Hybrid Curse. Online Classrm. Magna Publicatins. Nrtheastern University Teaching and Learning with Technlgy, Hybrid Curse Design. Retrieved frm < Reasns, Saxn. (May 1, 2004). Questining the Hybrid Mdel. Online Classrm. Magna Publicatins. University f Wiscnsin-Milwaukee Learning Technlgy Center. Hybrid Curses Retrieved frm < 6