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Hybrid Courses: Some Random Thoughts on Expectations and Outcomes

Hybrid Courses: Some Random Thoughts on Expectations and Outcomes. Martha Goshaw Seminole State College of Florida November 12, 2009. Where we’re going. What is a hybrid course? Why I went hybrid My successes and failures The random thoughts. Spectrum of instructional approaches.

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Hybrid Courses: Some Random Thoughts on Expectations and Outcomes

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  1. Hybrid Courses:Some Random Thoughts on Expectations and Outcomes Martha Goshaw Seminole State College of Florida November 12, 2009

  2. Where we’re going • What is a hybrid course? • Why I went hybrid • My successes and failures • The random thoughts

  3. Spectrum of instructional approaches Traditional  web enhanced  hybrid  online

  4. What is a hybrid course? • A blend of face-to-face instruction and online learning, which reduces classroom time by moving a significant part of course learning online. • SCC: 75% online/25% classroom

  5. My Scenario • Spring 2002 began teaching online statistics • Within four semesters grew from 1 section to 4 sections • Increasingly popular with students, particularly nursing students, working students, and single moms • Spring 2004 began teaching online business calculus (MAC 2233)

  6. Online MAC 2233 • Began Spring 2004 with 1 section • Not as successful as statistics • Experimented over next few years with different strategies to increase student success and retention within the course • Spring 2007 offered my first hybrid section

  7. Randomthought #1 Hybrid courses will have higher retention and success rates.

  8. Hybrid MAC 2233Spring 2007 • Talked with other professors who were teaching hybrid courses • Attended several conference sessions regarding hybrid courses • Wanted to ensure that each class meeting led into the online learning and that the online learning would prepare students for the next class meeting

  9. Results? • Dismal! Out of 16 students who began the course, only 5 finished. • Why? • Students had wrong expectations of the course. • I needed more online resources for them.

  10. Random thought #2 Students in hybrid courses will benefit from face-to-face instruction with the instructor and learn the material better.

  11. Try again! • Summer 2008 I tried again with a hybrid section of STA 2023. • Of the 15 students enrolled, 13 finished. The two who withdrew did so for valid reasons that had nothing to do with the fact that the course was hybrid.

  12. Why successful? • More clearly defined expectations about the format of the class • Regular weekly meetings • Better structure to class activities

  13. Random thought #3 Hybrid courses provide the best of both formats (face to face and online).

  14. Fall 2008 • Let’s try hybrid MAC 2233 again! • Better description of the course and what was expected of them • Redesigned structure of weekly class meeting time • More resources posted online for students to use

  15. What was different? Graded the class activities as part of their final course grade. Activities could not be made up, to encourage attendance.

  16. Results? • Of the 25 students enrolled, 21 finished. • Of those 21 who finished, 15 got a C or higher.

  17. Spring 2009 • Offered both hybrid statistics and business calculus • Courses offered at 9:30 am!

  18. Results? • Hybrid Statistics: 21 of 25 finished, with 15 getting C or higher • Hybrid Calculus: 18 of 24 finished, with 12 getting a C or higher, but only 1 A • Younger students plus timing of course did not lead to the success I wanted

  19. Random thought #4 Hybrid courses will be easier for me to teach.

  20. Students felt no work was necessary outside of class. • To create continuous flow, I was doing double work: creating materials for the classroom and creating materials and assessments for online.

  21. Fall 2009 • One hybrid stat and one hybrid business calculus, but later in the day. • Hybrid stat began with 30 and has 25 left. • Hybrid business calculus began with 21 and has 16 left.

  22. What is different this time? • Better flow between classroom and online components. • Restructuring of classroom component to shift responsibility to students. • Graded homework assignments.

  23. Course Flow • Before class: read material, complete Reading/Study Guide to bring to class. • In class: submit Guide, class discussion based on Guide, answer questions as needed • After class: two days to prepare for quiz, then five days to prepare for next class

  24. Issue • The mindset of today’s students! • Turn it in and take the test should automatically result in an A!

  25. Course Redesign • The National Center for Academic Transformation’s Course Redesign Alliance • Promote informational technology as a way to improve student learning and reduce institutional costs. • Could a “redesigned” hybrid format fit?

  26. Suggestions • Integrate the classroom and online components. • Emphasize to students their responsibility for learning. • Keep trying until you find what works for you and your students.

  27. What about next time? • Revise the Reading/Study Guides to include more exercises and require as part of final grade. • Diagnostic test?

  28. Please feel free to contact me at goshawm@scc-fl.edu Power point slides are online at www2.scc-fl.edu/mgoshaw

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