Developing, Teaching and Assessing Hybrid English Courses

Richard Hill

Abstract


A study examining the creation, implementation and student assessment for a hybrid course was performed at a private, Catholic University in the south Pacific. Students enroll from the Hawaiian Islands, and communities across the Pacific, including Micronesia and Samoa. The dispersion of student populations, and the challenging topography of the island, have encouraged new pedagogical approaches that mix the university’s online pedagogical models with its mission to engage students in small classrooms with close student-instructor engagement. One solution has been the creation of hybrid, or blended, classes, that mix traditional classroom instruction and online teaching methods in a roughly 60-40% ratio respectively. This paper will present the methodology of constructing a hybrid class, the pedagogical theoretical framework and findings from a study examining the student outcomes.


Full Text:

PDF

References


Allen, I., Seaman, J., & Garrett, R. (2007). Blended learning: The extent and promise of blended learning in the United States. Needham, MA: The Sloan Consortium.

Beetham, H., & Sharpe, R. (2013) Rethinking pedagogy for digital age: Designing for 21st century learning. 2nd edition London/New York: Routledge.

Bonk, C.J., & Graham, C.R. (2006). The handbook of blended learning environments: Global perspectives, local designs. San Francisco: Jossey‐Bass/Pfeiffer.

Garrison, R., & Kanuka, H. (2004). “Blended learning: Uncovering its transformative potential in higher education”, Internet and Higher Education 7, 95–105.

Gaytan J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies, The American Journal of Distance Education. University Park: 21(3), 117.

Graham, C. (2006). Blended learning systems: Definitions, current trends, and future directions, in The Handbook of Blended Learning: Global Perspectives, Local Designs, edited by C. Bonk & C. Graham. San Francisco, CA: John Wiley & Sons, Inc., 3-21.

Heller, R. (2010). “A cost-benefit analysis of face-to-face and virtual communication: Overcoming the challenges.” Retrieved from http://www.ilr.cornell.edu/cahrs/research/whitepapers/upload/Spring10Mtng_CostBenefitVirtual Comm.pdf.

Howard, L., Remenyi, Z., & Pap, G. (2006). “Adaptive blended learning environments.” 9th International Conference on Engineering Education, San Juan, PR, July 23-28.

Katz, S.M. (2008). “Assessing a hybrid format.” Journal of Business and Technical Communication, 22, 92.

Mortera-Gutiérrez, F. (2006). “Faculty best practices using blended learning in e‐learning and face‐to‐face instruction.” International Journal on E-Learning, 5(3), 313‐337. Chesapeake, VA: AACE.

Puentedura, R. (2012). Building on the SAMR model. Unpublished essay.

Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.

Schulman, A. H., & Sims, R. L. (1999). “Learning in an online format versus an in-class format: An experimental study.” T.H.E. Journal, 26 (11), 54 .

Singh, H. (2003). “Building effective blended learning programs.” Educational Technology (43), 51-54.

Stacey, E. & Gerbic, P. (2009). “Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education.” Introduction to Blended Learning Practices. Hershey NY: IGI Global.

Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.