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How to Design and Teach a Hybrid Course
Achieving Student-Centered Learning through Blended Classroom, Online and Experiential Activities
Cloth: 978 1 57922 422 6
Published: July 2011
Paper: 978 1 57922 423 3
Published: July 2011
Ebook: 978 1 57922 604 6
Published: March 2012
Lib Ebook: 978 1 57922 603 9
About Library E-book
Published: March 2012
6" x 9"
This practical handbook for designing and teaching hybrid or blended courses focuses on outcomes-based practice. It reflects the author’s experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design.
Jay Caulfield defines hybrid courses as ones where not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility of learning on the learner, with the teacher’s primary role being to create opportunities and environments that foster independent and collaborative student learning.
Starting with a brief review of the relevant theory – such as andragogy, inquiry-based learning, experiential learning and theories that specifically relate to distance education – she addresses the practicalities of planning a hybrid course, taking into account class characteristics such as size, demographics, subject matter, learning outcomes, and time available. She offers criteria for determining the appropriate mix of face-to-face, online, and experiential components for a course, and guidance on creating social presence online.
The section on designing and teaching in the hybrid environment covers such key elements as promoting and managing discussion, using small groups, creating opportunities for student feedback, and ensuring that students’ learning expectations are met.
A concluding section of interviews with students and teachers offers a rich vein of tips and ideas.
Table of Contents:
By Alan Aycock
SECTION ONE: INTRODUCTION
1 WHAT IS HYBRID?
2 THEORETICAL APPLICATIONS
3 EXPERIENTIAL LEARNING
4 PLANNING YOUR HYBRID COURSE: Critical Questions to Consider
SECTION TWO: DESIGNING AND TEACHING YOUR HYBRID COURSE
5 DISCUSSION AS A WAY OF LEARNING IN A HYBRID COURSE
6 PROVIDING AND SOLICITING STUDENT FEEDBACK
7 USING SMALL GROUPS AS A LEARNING STRATEGY
8 MEETING STUDENT EXPECTATIONS
9 ENHANCING TEACHING THROUGH THE USE OF TECHNOLOGY
SECTION THREE: INTERVIEW DATA
10 WHAT STUDENTS SAY ABOUT HYBRID
11 WHAT THE BEST HYBRID TEACHERS SAY
12 WHAT THE BEST HYBRID TEACHERS DO
13 COMING FULL CIRCLE, FUTURE RESEARCH, AND FINAL REFLECTIONS
Chapter 1 - What is Hybrid?
Interview with Author Jay Caulfield
Chapter 3 - Experiential Learning
Chapter 4 - Planning Your Hybrid Course
Reviews & Endorsements:
“This book will be a valuable resource for faculty in higher education who are planning, designing, teaching, and evaluating a hybrid course. Jay Caulfield combines interview data from experienced hybrid teachers with an extensive literature review to provide practical tips and guidelines for creating a successful hybrid teaching and learning experience.”
Blended Learning in Higher Education,
Mount Royal University, Canada
“Teaching a hybrid course well demands careful planning. This book provides excellent guidance on how to do that planning.”
, National Project Director: Teaching & Curriculum Improvement (TCI) Project, and Senior Associate
Dee Fink & Associates Consulting Services
"This is a guide for all who teach, and especially for those who have chosen to teach in a hybrid learning format."
- Book News Inc.
"Offers guidance on teaching courses characterized by a reduction in the "face time" of the classroom, and the addition of online and experiential learning."
- The Chronicle of Higher Education
"A significant accomplishment. Jay Caulfield's experience as a teacher and faculty developer, and researcher in hybrid learning, is evident in the way she has made this material relevant for a broad audience."
, Director Emeritus
University of Wisconsin, Milwaukee
“Dr. Caulfield’s book on how to design and teach a hybrid course offers necessary and valuable information to faculty and students alike. Moreover, her convergence of theory, experience, and application will definitely advance the current work in the field of designing and teaching hybrid courses.”
, Dean, College of Professional Studies, Marquette University, and Past President
Commission on Accelerated Programs
“Dr. Caulfield has a great deal of experience with hybrid teaching methods and she has studied and worked with some of the leading figures in the hybrid movement. She effectively uses her experience and the experience of others who have both scholarly and practical knowledge of hybrid teaching methods to present a very readable and helpful account of the factors that can make hybrid teaching an engaging and effective learning experience for students from a variety of backgrounds and disciplines. The book will be very helpful to instructors who have some experience with hybrid instruction as well as those who may be thinking of trying this form of teaching for the first time."
, Director, Center for Teaching and Learning
“I’ve kept abreast as best I can on the burgeoning literature on hybrid (or blended, in the UW-Milwaukee lexicon) teaching, so I feel comfortable in saying that the book you now hold in your hands is well worth your time: it’s a book that I believe to be basic to any instructor’s appreciation of the full value of blended teaching and learning.”
, Professor of Anthropology and Acting Director
University of Wisconsin-Milwaukee’s Learning Technology Center
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