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Building Learning Communities with Hybrid Courses

Building Learning Communities with Hybrid Courses. NMC Online Conference on Social Computing November 2004 Robert Kaleta and Alan Aycock University of Wisconsin-Milwaukee. Session Presenters. Alan Aycock. Bob Kaleta. Session Overview. Hybrid definition and description

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Building Learning Communities with Hybrid Courses

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  1. Building Learning Communities with Hybrid Courses NMC Online Conference on Social Computing November 2004 Robert Kaleta and Alan Aycock University of Wisconsin-Milwaukee

  2. Session Presenters Alan Aycock Bob Kaleta

  3. Session Overview • Hybrid definition and description • Social interaction in hybrid courses • Role of asynchronous discussion forums • Hybrid assignment demonstration • Pedagogical advantages • Lessons learned

  4. Hybrid Course Description • Definition • Partially online courses where significant portions of the course learning activities are online and face-to-face classroom time has been reduced. • Partially online • Partially face-to-face

  5. Hybrid Course Description • Terminology • Hybrid • Blended • Opportunity • Hybrid courses provide an opportunity to combine the best elements of face-to-face instruction with the best aspects of distance education

  6. Basic Hybrid Description • Students • Spend more time working individually and collaboratively on assignments, projects, and activities • Faculty • Spend less time lecturing and more time reviewing and evaluating student work and guiding and interacting with students

  7. Hybrid Courses & Community • Initial concerns of faculty • Fewer face-to-face meetings • Less social interaction with students • Will not know students as well • Will not feel connected to students • Will have less discussion • Less social interaction between students

  8. Hybrid Courses & Community • Hybrid course outcomes • More interaction with students • Greater student participation in discussion • Online and in class • Know students better • Academically and personally • Feel more connected to students • More interaction between students

  9. Hybrid Courses & Community • Why is there greater social interaction? • More opportunities for interaction • Asynchronous discussion forums • Face-to-face discussion • Small group work • Online • Face-to-face • E-mail • Online chat

  10. Hybrid Courses & Community • Course redesign is critical • Must build-in opportunities for interaction • Must provide guidance and parameters • Must incorporate in assessment plan • Must integrate with face-to-face component

  11. Asynchronous Discussion Forums • Most common online activity in courses • Stable technology that is easy to use • Permanent threaded record of submissions and interaction • Removes or reduces problems with group work • Reduces many social and cultural factors that inhibit face-to-face discussion

  12. Hybrid Course Assignment • Anthropology of Religion • Senior-level course • 20-25 students • 1/3 Online • 2/3 face-to-face

  13. Hybrid Assignment Design • “Closing the loop” • Rehearsal • Reflection • Sharing • Responding • Debriefing

  14. Pedagogical Advantages • Students must participate • Students address one another directly • Threads allow complex issues to be systematically discussed and reviewed • Time for students to reflect • Stimulates in-class discussion

  15. Hybrid Courses & Community • Asynchronous discussion forums • Lessons learned • Frame the discussion • Identify the instructor’s voice • Keep the conversation going • Assess learning outcomes and learning process • Integrate with face-to-face component

  16. Contact Information Learning Technology Center University of Wisconsin-Milwaukee LTC@uwm.edu 414 229-4319 • Robert Kaleta • kaleta@uwm.edu Alan Aycock aycock@uwm.edu

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