The Hybrid Online Model: The Not So Distant Education
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Waring, S., Koorland, M. & Dukes, L. (2005). The Hybrid Online Model: The Not So Distant Education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 657-658). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19079.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
The growth of online courses in American colleges and universities is clear and compelling. Online courses offer distinct advantages and, often, challenges to both instructors and students. Increasingly, faculty are asked to develop online courses, of which variation, such as "hybrid" or "blended" courses are a subset. Hybrid online courses retain face to face class experiences while offering online experiences as well. Faculty with experience teaching hybrid courses have suggested that they can be superior to traditional courses (Young, 2002). While various forms of hybrid courses have been developed, this presentation focuses on the blend of face to face course meetings with online instruction.
- The Best of Both Worlds
- Hybrid Courses Plus: Blending F2F, online and handheld computer for effective learning
- Hybrid Instruction 101: It’s in the Design
- Bringing reality back to online education
- Systematically Designed Online Support for Virtual School Students: A Theory Into Practice Product
- Using a Hybrid Course Design to Develop a Multi-Dimensional Learning
- Integration Models for Hybrid Online Education in the K-12 Classroom
- Hybrid Model: A Winning Combination
- Student Learning Patterns in Online Classes: Growth in Popularity, Decline in Attitude
- Blended Learning: Impacting Student Learning and Learning Styles through Integrating Web-Enhanced Course Components
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