Using a Hybrid Course Design to Develop a Multi-Dimensional Learning PROCEEDINGS
Michelle Johnston, University of Louisiana at Monroe, United States ; Mark Binkley, Mississippi State University, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2369-2371). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2007 AACE