Developing, Teaching and Assessing Hybrid English Courses
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.
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