Implications of Hybrid Instructional Delivery for Graduate Studies, Educator Professional Development, and K-12 Secondary and Elementary Public Education

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Herbold, K. (2008). Implications of Hybrid Instructional Delivery for Graduate Studies, Educator Professional Development, and K-12 Secondary and Elementary Public Education. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1440-1445). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27394.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Katy Herbold, Southern Utah University, United States

Abstract

The use of hybrid instructional delivery is increasingly important. The data collected during this hybrid delivery pilot project is of value and interest for educators at K-16 and graduate levels. This paper reports survey data collected from graduate students during their participation in courses delivered with a hybrid blend of online and some televised classroom instruction. Pre and post survey responses indicate a preference for hybrid delivery, perceptions on delivery mode and quality and degree of learning, an improvement in the ability to use technology, an increase in ability to integrate technology into teaching practice, and views on the potential for hybrid delivery at both the secondary and elementary K-12 levels.

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