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Teaching Large Courses Online: What We're Doing, How It's Going

Teaching Large Courses Online: What We're Doing, How It's Going. Suzanne Hobbs, DrPH Departments of Health Policy and Management and Nutrition. The Problem. Faculty teaching squeeze (“Doing more with less” ) Expected: Flexibility, convenience, contemporary use of technology

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Teaching Large Courses Online: What We're Doing, How It's Going

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  1. Teaching Large Courses Online: What We're Doing, How It's Going Suzanne Hobbs, DrPH Departments of Health Policy and Management and Nutrition

  2. The Problem • Faculty teaching squeeze (“Doing more with less”) • Expected: Flexibility, convenience, contemporary use of technology • Accreditation concern: 2 programs, same course?

  3. The Opportunity • 2 groups; same course • One residential; one online Time to get creative!

  4. The Solution • Hybridize the course: Blend residential and online sections • Teach two as one • Provide students flexibility to move between delivery modes • Align competencies for two sections

  5. Background: HPM 754 – Health Care in the United States: Structure and Policy • 4 credit hours • Graduate • Survey course • 60-80 students per section each Fall

  6. Old Format (Residential): • Four lectures per week • Asynchronous discussion forum • Mid-term and final exams (MC, T/F, short answer) • Semester long policy project with written deliverable plus poster presentation Online class new!

  7. Last year (year one) What we did: • Joint orientation/intro sessions • Mixed, asynchronous discussion forums • Online students attended selected residential sessions • Same exams (application; cases) • Same group project topic assignments • Residential section: Status quo (lectures, project) • Online section: Synchronous weekly session plus heavy use of multimedia links

  8. Last year (year one) How it went: • Residential student perspective – “OK” • Online students – “OK” • But sense that residential students got more • Wanted access to guest speakers • Didn’t learn from (younger) residential students

  9. This year (year two) The plan: • Advance the hybridization • Move more knowledge acquisition online; reduce lectures; add recitations (residential) • Mix semester-long policy project teams • Add joint “FranklinSim” exercise • Additional cross sectional activities

  10. The reality • New co-instructors added • Cut lectures in half; added recitations (residential) • Added lectures; added asynchronous recitations (online) • Eliminated mixed discussion forums • Retained separate policy projects • No joint “FranklinSim”

  11. Next year? • Depends on instructor mix • Accreditation decision? • What did the students think?

  12. Additional thoughts • Hybridized class (“crossover class”) is possible and holds great promise • Requires substantial planning, piloting, refinement • Requires commitment of all instructors; share the vision • Students value flexibility; use of Internet-based multimedia resources for knowledge acquisition with class time for peer-peer interaction

  13. HPM 754 shared Sakai site

  14. Live Adobe Connect class – 50 participants

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