Creating a Hybrid Course from Scratch or…
An Introduction to the Online Course Development Process
Different way of thinking…
Holistic- a product, a packaged experience Shaped learning environment- technology rich
Process training- not content-packed Outcome driven- by engaging in this learning
experience, the student will… Assessment driven- what is important to learn
is measured
Not about what will happen in the classroom…It’s about the
journey or the learning experience
Learning Environments
Face-to-face: classroom experience *Face-to-face with an online presence: classroom & Web based *Hybrid- blend of Web based and face-to-face Online- Web based Distance Education with an online presence Distance Education
Deconstruct -> Reconstruct
Learning experience Deconstruct time,
space, roles, expectations
Reconstruct time, space, roles, expectations
Decisions, decisions,
decisions…
Integrated Course Design Process (Fink, 2003)
http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc
3 phases 3 phases 1-> Build Strong Primary
Components Situational Factors Learning Goals Teaching and Learning Activities
2->Assemble the components into a coherent whole
3->Finish important remaining tasks
Situational Factors Professional Identity: Behaviors and Attitudes
15 week course/ 15 modules Hybrid- One six hour F2F seminar
seventh week 34 students/full time/2 sites Cohort model; required 2 credits/6 hours effort per week Asynchronous/ no ITV Competency vs discriminatory S/N High interactive; low stakes Self assessment & reflection ACOTE standards B.4.5, B.5.6, B.7.4, B.7.10,
B.9.1, B.9.2, B.9.4, B.9.6, B.9.7, B.9.8, B.9.10, B.9.11
Professional Identity… Learning Goals
Behavior change Attitudinal shift In three years these
students will be: Lifelong learners Ethical practitioners Interprofessional team
members
Professional Identity…
Teaching and Learning Activities
Before… Lecture ---------------- Readings ------------- In class activities---- WebCT discussions Guest lectures------- Assignments--------- Fieldwork Exams-----------------
Now WebVista content Readings Online activities WebVista discussion Video Assignment boxes Wikis & Wimba Quizzes
Comparison of Classroom to Hybrid course reinforces what we know…
Schaber (2008) It works (To be Written) Bernard et al. (2004) Learning from computers is as effective as face-
to-face Online learners rated their learning higher than classroom learners
Mueggenbury (2003) Students read more and learn as much or more Online learners used more learning tools and cited Readings as a source of
their learning twice as often as classroom learners Hollis & Madill (2006) Online format supports principles of adult
learning: active, group, applied Online learners cited 61% more learning tool usage; cited Out of Class
Discussion 16 times more frequently than Classroom learners Maeroff (2003) Online course preparation can take up to 500% longer
Course development took six months intensive preparation (3 person team) Stout (2001) The online course development process is a radical
change beginning with a critical reflection on teaching and learning….. Online course development is a transformative process
For further information…
Patricia Schaber, PhD, OTR/L
University of Minnesota
Program in Occupational Therapy