Implementing Robotic Telepresence in a Synchronous Hybrid Course

2016 ◽  
Author(s):  
William Cain ◽  
John Bell ◽  
Cui Cheng
Keyword(s):  
Hybrid Course

The Whys, Hows, and Lessons Learned From Our 780-Person Writing Class

2016 ◽  
Vol 80 (1) ◽  
pp. 91-113 ◽  
Author(s):  
Robert Bowse ◽  
Holly Lawrence
Keyword(s):  
Writing Instruction ◽  
Adjunct Faculty ◽  
Business Communication ◽  
Lessons Learned ◽  
Business Writing ◽  
Hybrid Course ◽  
Writing Class

Two business communication faculty share the story of teaching a 780-person business writing class. The article discusses the challenges of teaching such a large writing class. Challenges ranged from adopting a hybrid course model to hiring adjunct faculty for help with the task of grading. The article offers lessons learned, and recommends that one proceed with caution when considering a superlarge format for writing instruction. Both theory and experience are used to support this position.

scholarly journals Higher Education Course Content: Paper-Based Online or Hybrid Course Delivery?

10.28945/2794 ◽  
2004 ◽  
Author(s):  
Glen Van Der Vyver ◽  
Michael Lane
Keyword(s):  
Distance Learning ◽  
Graduate Students ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Hybrid Models ◽  
Course Delivery ◽  
Education Programs ◽  
Hybrid Course ◽  
Course Content ◽  
Electronic Delivery

The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.

Factors Related to Students' Performance of Hybrid Learning in an English Language Course

2015 ◽  
pp. 225-241
Author(s):  
Saovapa Wichadee
Keyword(s):  
Student Learning ◽  
Technology Use ◽  
English Language ◽  
Correlation Coefficients ◽  
Learning Achievement ◽  
Web Based ◽  
Hybrid Course ◽  
Face To Face ◽  
Hybrid Teaching ◽  
Face To Face Learning

Redesigning a course along the lines of a hybrid format that blends face-to-face and online learning brings about changes in instructional practice. This paper introduces hybrid teaching that uses multiple web-based tools to supplement the students' face-to-face learning environment in a difficult situation in Thailand. In order to examine factors related to student learning achievement in the hybrid teaching course, data regarding learning achievement score, amount of participation, comfort with technology, and course satisfaction were collected from 182 students enrolled in an English course and analyzed by using correlation coefficients and multiple regression analysis. The findings indicated that students had a moderate level of satisfaction with the hybrid course and comfort with technology use, and previous experience of hybrid courses did not have an effect on their satisfaction. Student learning achievement was positively correlated with how much participation students had, but was negatively correlated with students' comfort with technology. There were no correlations between student learning achievement and how satisfied they felt with the hybrid course. In addition, an analysis of benefits and drawbacks of this hybrid course allowed teachers insights into what changes were needed when adjusting the hybrid course for language teaching.

Teaching English Grammar in a Hybrid Academic ESL Course

2018 ◽  
pp. 149-169
Author(s):  
Tülay Dixon ◽  
MaryAnn Christison
Keyword(s):  
Hybrid Design ◽  
Hybrid Instruction ◽  
Hybrid Course ◽  
Face To Face ◽  
Course Effectiveness ◽  
English Grammar ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Learner Perceptions ◽  
Positive Effect

This study investigates whether hybrid instruction has a positive effect on the development of students' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course, while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was employed. To investigate learner perceptions of the hybrid design, learners completed a questionnaire and participated in a focus group. The results indicate that there was no significant difference between the two groups in terms of their knowledge of English grammar and editing skills after the treatment. The learners had positive perceptions of the hybrid design and also offered some suggestions for improving course effectiveness.

Fostering Social Presence in a Blended Learning Faculty Development Institute

2013 ◽  
pp. 374-388
Author(s):  
David S. Goldstein ◽  
Carol Leppa ◽  
Andreas Brockhaus ◽  
Rebecca Bliquez ◽  
Ian Porter
Keyword(s):  
Blended Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Faculty Members ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Course Development ◽  
Hybrid Course ◽  
Blended Courses ◽  
Development Institute

To help faculty develop well-designed blended courses, the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000) was used to design and deliver a ten-week Hybrid Course Development Institute (HCDI) for faculty members from a variety of disciplines. The faculty experienced a blended format and developed courses based on the three components of the CoI framework: cognitive presence, teaching presence, and social presence, the last of which is particularly challenging to achieve. This chapter provides an overview of the HCDI structure, content, and assessment, and suggests ways to foster social presence in and beyond a blended learning institute for faculty members.

Teaching English Grammar in a Hybrid Academic ESL Course

2021 ◽  
pp. 229-251
Author(s):  
Tülay Dixon ◽  
MaryAnn Christison
Keyword(s):  
The Other ◽  
Hybrid Design ◽  
Teaching English ◽  
Hybrid Instruction ◽  
Hybrid Course ◽  
Face To Face ◽  
Course Effectiveness ◽  
English Grammar ◽  
Quasi Experimental ◽  
Learner Perceptions

This study investigates whether hybrid instruction can positively affect the development of learners' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.

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