Using a Hybrid Course Design to Develop a Multi-Dimensional Learning
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Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
This paper examines a hybrid course design model implemented at the University of Louisiana at Monroe in 2004. The course design was chosen for an introductory education course as a means of: 1) creating an unconventional, creative learning environment that utilizes technological tools; 2) providing flexibility in terms of in-class contact hours, thereby affording students the opportunity to complete 20 hours of field work; and 3) fostering the development of community through online activities that demand both personal reflections and peer-to-peer interaction. The discussion focuses on the pedagogical foundations of the model, opportunities and challenges specific to the model, and the indications regarding the impact of the design on community-building.
Johnston, M. & Binkley, M. (2007). Using a Hybrid Course Design to Develop a Multi-Dimensional Learning. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2369-2371). Chesapeake, VA: AACE. Retrieved December 5, 2013 from http://www.editlib.org/p/24946.
- 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
- Hybrid Model: A Winning Combination
- Hybrid Online Face-to-face Courses: a Sociological analysis
- The Hybrid Online Model: The Not So Distant Education
- Integration Models for Hybrid Online Education in the K-12 Classroom
- Blended Learning: Impacting Student Learning and Learning Styles through Integrating Web-Enhanced Course Components
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