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Preparing Faculty and Students for Hybrid Courses
Copyright Alan Aycock, Carla Garnham & Robert Kaleta, 2002. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.
Educause 2002
learning technology center
Preparing Faculty and Students for Hybrid Courses
Robert Kaleta, Carla Garnham, Alan AycockLearning Technology CenterUniversity of Wisconsin-MilwaukeeEducause 2002
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Hybrid Session Overview Define and describe hybrid courses Sample hybrid course Faculty development Preparing students Major lessons learned Questions
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Hybrid Courses Definition and Description
A significant amount of learning has been moved online making it possible to reduce the amount of time spent in class
An attempt to combine the best elements of traditional face-to-face instruction with the best aspects of distance education
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Hybrid Courses Distinction between hybrid and
online Starting to blur
Hybrid variations Eliminate one class meeting a week Meet every second or third week Pattern varies during the semester Shorten class time
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Hybrid Course Project Original project
University of Wisconsin System support Curricular Redesign Grant Program, 1999-
2001
Collaborative effort UW-Milwaukee UW-Colleges
Continuing initiative
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Hybrid Courses Impact on teaching and learning
More flexible course format Opens new possibilities
More student and learning centered Less listening and more activities
More interaction and discussion Greater engagement with students
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Hybrid Course Example Ads in American Culture
Professor Alan Aycock Upper-level seminar
Format Meet once a week for two weeks and
then totally online for one week
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Ads in American Culture Students post and discuss their PowerPoints
Online and during next face-to-face class Students apply their learning to real-life data Students serve as online peer research
community Students involved at every level
Face-to-face and online activities integrated Greater engagement, interaction, & discussion
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Preparing Faculty Entering expectations
Looking for specific answers Online work is an add-on Classroom is for lecture and online is for
discussion and activities Process and outcomes are the same as in
the traditional course Must cover the same amount of material Assessment must be traditional
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Faculty Development Program Process
Models Hybrid approach Online integrated with face-to-face
Content Hands-on, practical course design
Development of online learning modules Active learning assessment techniques Integration of online with face-to-face
learning Development of course syllabus
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Faculty Development Program
Content Learning to teach online
Facilitating online learning community Anticipating issues and problems Overcoming apprehensions Bring in experienced hybrid course
teachers Software
Course vision
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Faculty Development Program Materials are online
Program description Ten course redesign questions Breakout session assignments Online assignments
http://www.uwm.edu/Dept/LTC/hybrid.html
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Preparing Students Student expectations
Fewer class meetings means less work
All online work can be done at home
Manage expectations early Hybrid Course web site Course syllabus Early in course
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Preparing Students Student problems
Inadequate time management skills Difficulty accepting responsibility for learning Difficulty with more sophisticated technologies
Prepare for anticipated problems Break down and phase in longer assignments Time management tips Prepare technology help sheets Identify place to go for live help
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Resources for Hybrid Courses UWM Hybrid Course Web Site
http://www.uwm.edu/Dept/LTC/hybrid.html
Student Hybrid Course Web Site http://
www.uwm.edu/Dept/LTC/hybridcourses.html
Teaching with Technology Today http://www.uwsa.edu/ttt/browse/hybrid.htm
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Major Lessons Learned Course redesign is central Need to take online work seriously Greater engagement and interaction Students learn more Faculty and students like the hybrid
course model Hybrid experience affects the way
faculty approach their other courses
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Contact Information
Learning Technology Center University of Wisconsin-Milwaukee
[email protected] 414 229-4319
Carla [email protected]
Alan [email protected]
Robert [email protected]
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