Susan Prion RN, MSN, Med, EdD School of Nursing University of San Francisco

1. Restructuring into a hybrid course: Classifying Content and Tasks for Maximum learning Effectiveness Susan Prion RN, MSN, Med, EdD School of Nursing University of San Francisco

2. hybrid or mixed mode class • Learning situation in which the instruction is distributed among online and classroom activities Strategically redistributing academic content for maximum student learning by exploiting the instructional advantages of multimedia and face-to-face interaction for the specific content and expected SLO’s

3. Why go hybrid? • Increase readiness to learn and learner motivation by adding instructional variation and interest • Better assurance of mastery of pre-requisite knowledge • More precise evaluation of learning accomplishments and difficulties • Potential for meaningful formative and summative assessment of learning

4. Effectiveness of hybrid courses • Convenience for student and faculty • Increased student-instructor interaction • Flexibility • Increased student learning • Increased retention over totally online courses

5. Perceived instructional advantages • Increase familiarity with online resources, especially professional and patient education materials • Maximize learning through use of verbal and visual systems (Paivio) • Provide variations of information to accommodate different learning styles • Multimedia opportunities for students to review difficult material as they need it (Mayer & Moreno)

6. HOW?

7. Only online • Mostly mixed • Completely classroom

8. Only online • Student achieves learning outcomes through independent but carefully structured work with immediate feedback to test their understanding

9. Only online • Content that lends itself well to online: • Facts • Clearly-defined processes • Widely-accepted, uncontroversial theories and models • Practice of the application of the above information

10. Only online • Tips from experience: • Develop a template for your online module and use it for each module • Make the module count (=grades) • Refer to and build on the module in class • Update the module regularly and often • Use online resources strategically

11. Only online • Evaluation and testing: • Include a pretest (no grade) that assesses your expectations for pre-requisite knowledge • Refer students to appropriate pre-requisite resources (e.g. previous course textbooks) • Administer a comprehensive posttest as the final step of the online module • Provide feedback about correctness of answers immediately (but don’t give the correct answers) • Encouage students to meet with you to review the correct answers and the results of their posttests

12. Only online • Examples of successful and appropriate online content: • Macronutrients • Vitamins and minerals • Principles of nutritional assessment • Lab values related to nutritional status

13. Mostly mixed • Students achieve student learning outcomes through a strategic and well-designed mixture of classroom and online content that support and inform each other

14. Mostly mixed • Content that lends itself well to mixed interactions: • Complex content that requires expert facilitations but also have valuable autonomous activities • Excellent on-line resources • Important that student be aware of the online resources • Classroom application of the information required

15. Mostly mixed • Tips from experience: • Clearly and frequently emphasize the synergism between online and the upcoming classroom activities • Refer to and build on the online activities in class • Ask the students to prepare something based on the online activities (grade it) • Use online resources strategically

16. Mostly mixed • Evaluation and testing: • Be very clear in your student learning outcomes for the hybrid activities and how students will demonstrate learning • Evaluate the successful integration of classroom and online activities when assessing learning (quiz or assignment) • Encourage students to meet with you to continue the discussion and to look for additional useful online resources • Ask students for something that demonstrates their familiarity with the out-of-class resources

17. Mostly mixed • Examples of successful and appropriate hybrid content: • Nutrition and disease • Obesity and disordered eating • Nutritional patient teaching

18. Completely classroom • Students achieve student learning outcomes through “traditional” preparation (reading assignments, textbook readings) and classroom discussion and activities

19. Completely classroom • Content that lends itself well to the classroom: • Emotional issues • Ethical dilemmas and controversial issues • Complex, ill-defined content • Content that has the potential to confront or confirm pre-existing beliefs and/or misconceptions • Any topic that you as the expert want to introduce or explore with the students directly

20. Completely classroom • Tips from experience: • Use online technology such as email and discussion boards to extend the discussion and invite the participation of students who are uncomfortable or unable to speak in class • Facilitate the classroom discussion

21. Completely classroom • Examples of successful and appropriate classroom content: • Culture, community and nutrition

22. Completely classroom • Evaluation and testing: • Be very clear in your student learning outcomes for the classroom activities and explicit about how students will demonstrate learning • Encourage students to meet with you to continue the discussion and to share useful resources • “Check-in” with students during and after the discussion

23. Only online • Mostly mixed • Completely classroom

24. What do my students say? • “Optimize Motivation and Comprehension” • “Opportunity to be More Creative” • “Ooh, I Made the Connection” • Oh no, I really Must Complete my work”

25. Questions?