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

10.28945/781 ◽  
2004 ◽  
Vol 1 ◽  
pp. 0827-0844 ◽  
Author(s):  
Glen Van Der Vyver ◽  
Michael Lane
Keyword(s):  
Higher Education ◽  
Course Delivery ◽  
Hybrid Course ◽  
Course Content

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.

scholarly journals Communication, Flexibility, and Resilience: Navigating the Shift to Virtual Service-Learning During COVID-19

2021 ◽  
pp. 107769582110225
Author(s):  
Carrie Reif-Stice ◽  
Sarah Smith-Frigerio
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Public Relations ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Course Delivery ◽  
Academic Learning ◽  
Community Partners ◽  
Hybrid Course ◽  
The Impact

Major disruptions to traditional academic learning have occurred since the onset of the COVID-19 pandemic, as most higher education institutions have shifted to online or hybrid course delivery. This virtual shift has significant implications for service-learning. In this study, we explored the impact of virtual service-learning on public relations instructors and community partners. Interview respondents described challenges to virtual service-learning related to the pandemic but also noted unanticipated benefits, such as creativity and resilience. In addition, community partners and public relations instructors recommended a heightened focus on communication, flexibility, and adaptability to ensure successful virtual service-learning experiences for students and organizations.

scholarly journals Asynchronizing with the Framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class

2020 ◽  
Vol 81 (11) ◽  
pp. 530
Author(s):  
B. Grantham Aldred
Keyword(s):  
Online Instruction ◽  
Course Delivery ◽  
First Year ◽  
Library Instruction ◽  
First Year Writing ◽  
University Of Illinois ◽  
Hybrid Course ◽  
Course Content ◽  
Writing Class ◽  
The University

As many of yours surely have, my institution, the University of Illinois-Chicago (UIC), moved at great speed to adapt to the need for online instruction this fall. This has proved a challenge for library instruction, to put it mildly. Our library instruction has almost exclusively been in-person, on-site, and live, and the switch to online and hybrid course delivery has made all of those aspects difficult, especially when it comes to courses offered asynchronously, where students engage with course content at different points in time within a given timeframe.

scholarly journals Post-COVID-19 Adaptations; the Shifts Towards Online Learning, Hybrid Course Delivery and the Implications for Biosciences Courses in the Higher Education Setting

2021 ◽  
Vol 6 ◽  
Author(s):  
Amreen Bashir ◽  
Shahreen Bashir ◽  
Karan Rana ◽  
Peter Lambert ◽  
Ann Vernallis
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Course Delivery ◽  
Space Environment ◽  
Mental Wellbeing ◽  
Free Text ◽  
Hybrid Course ◽  
Face To Face ◽  
Working Space ◽  
The Impact

The Covid-19 pandemic has created challenges and caused disruption across the Higher Education sector; university campuses closed, and face-to-face teaching and assessment shifted to an online format. Learning from our students’ experience during this period will help us shape future hybrid delivery so that it best fits Bioscience students. This pedagogical study explored Aston University’s Bioscience students’ experiences of studying from home, and the impact of the lockdown on mental wellbeing and quality of life. 151 students completed an online survey during August 2020, which included open and closed questions. Analysis of survey data revealed that a majority of students reported positive experiences of online open-book assessments and most would welcome this format in the future. The majority of students faced no technical issues, predominantly stating that they also had good internet connectivity. Shifting to remote learning and online classrooms uncovered conflicting preferences; despite wanting more interactive lectures, only half of the students were comfortable interacting using video cameras. Free text responses provided an insight into how some students reported an inadequate home working space/environment and lacked necessary items such as a desk, highlighting how remote working may intensify social and digital inequality - particularly for students from more deprived households. Wider detrimental experiences of lockdown included dissatisfaction with access to healthcare, decreased concentration, sleeping difficulties and a decline in mental wellbeing. Education strategies going forward will need to address the mental health needs of students who have suffered during the pandemic. Our university, amongst others, is embracing hybrid course delivery, which could offer a solution to ensuring Bioscience students receive hands-on laboratory experience and face-to-face contact to remain motivated and benefit from the on-campus facilities and support, whilst allowing students some of the flexibility afforded by remote study. In the current competitive higher education market where student retention is key, it is important to consider student demographics and digital equity to ensure an appropriate approach is applied to cater for all students.

scholarly journals Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content Relative to a Traditional Classroom Format

2015 ◽  
Vol 15 (5) ◽  
pp. 72-81
Author(s):  
Jeffrey S Martin ◽  
Joan E Kreiger ◽  
Amy L Apicerno
Keyword(s):  
Student Satisfaction ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Course Design ◽  
Course Delivery ◽  
Medical Terminology ◽  
Hybrid Courses ◽  
Hybrid Course ◽  
Course Content ◽  
Hybrid Course Design

Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to evaluate the effectiveness of a hybrid course design in meeting and/or exceeding course objectives, as determined by student satisfaction and perceptions. Both hybrid and traditional class groups agreed that Medical Terminology has potential to be delivered in a hybrid format, but the hybrid group’s agreement was significant stronger (+0.38 points on 5-point scale, P=0.008). Key words: hybrid course, flipped classroom, SOTL, STEM

scholarly journals To what extent emotion, cognition and behaviour enhance a student’s engagement: A case study on the MAJA teaching approach

2021 ◽  
pp. 147821032110320
Author(s):  
Matt M. Husain
Keyword(s):  
Higher Education ◽  
Cognitive Engagement ◽  
Learning Outcome ◽  
Soft Or ◽  
Final Exam ◽  
Course Content ◽  
Higher Education System ◽  
Student Aspirations ◽  
Class Environment

This empirical article problematises student engagement in today’s higher education system. The objective of this research is to stimulate a student’s behavioural, emotional and cognitive engagement. I employed an inclusive, inductive and reflexive approach and used mixed methods for collecting data from 948 volunteer participants. The preliminary findings illustrate that playing soft or lively music for a few minutes before a class as well as contextualising and delivering course content combined with enrolled students’ background, hobbies and preferences can go a long way in stimulating emotional and cognitive engagements. The findings also reveal that offering chair yoga during mid-term and/or final exam periods as well as encouraging students to hydrate can lead to increasing behavioural adjustments and then in attention and engagement. The results are encapsulated in a novel teaching framework, MAJA (meaning fun in Sanskrit) that stands for: (a) music, (b) anonymous class survey, (c) jest, and (d) aliment. The framework illuminates that when students tangibly sense a connection between a safe and comfortable class environment and course content, their participation increases and absenteeism decreases. They also promote student aspirations and accountability that facilitate critical thinking, an imperative learning outcome in higher education.

Multimedia as a Teaching Tool in Business Communication Course Delivery

1997 ◽  
Vol 60 (2) ◽  
pp. 51-66 ◽  
Author(s):  
David Liu ◽  
Linda Beamer
Keyword(s):  
Software Design ◽  
Business Communication ◽  
Course Delivery ◽  
Teaching Tool ◽  
Multimedia Software ◽  
Communication Course ◽  
Course Content ◽  
Communication Program ◽  
Design Program ◽  
Time Required

The two authors created a multimedia intercultural business communication program. Multimedia is an effective instructional tool because of its ability to capture the attention of the learner and offer interactivity so the learner con trols the learning process. An appeal is made to the learner's imagination. Two constraints are the computer requirements to operate it and the length of time required to learn a multimedia software design program. The course content is described and the seven steps in developing the multimedia hypertext are detailed. The authors recommend the process with advice about what charac teristics the authors of multimedia programs need to develop.

Survey of graduate supply chain courses: content, coverage and gaps

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heather Lutz ◽  
Laura Birou ◽  
Joe Walden
Keyword(s):  
Higher Education ◽  
Supply Chain ◽  
Supply Chain Management ◽  
Large Scale ◽  
Gap Analysis ◽  
Data Gathering ◽  
Graduate Courses ◽  
Chain Management ◽  
Content Type ◽  
Course Content

PurposeThis paper aims to provide the results of a survey of courses dedicated to the field of supply chain management in higher education. This research is unique because it represents the first large-scale study of graduate supply chain management courses taught at universities globally. Design/methodology/approachContent analysis was performed on each syllabus to identify the actual course content: requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides input for a gap analysis between offerings in higher education and those needs identified by practitioners. FindingsData gathering efforts yielded a sample of 112 graduate courses representing 61 schools across the world. The aggregate number of topics covered in graduate courses totaled 114. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the supply chain management course content and the needs identified by APICS Supply Chain Manager Competency Model (2014). Originality/valueThe goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of supply chain management courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of supply chain management.

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