Pedagogy of Hybrid Learning Colloquy Penn State Berks May 11, 2010. Hybrid Statistics Clicks Janet Winter Penn State Berks. Why hybrid statistics?. Move lower level learning outside of class and use class time to engage students in higher level educational experiences. Goals:.
Pedagogy of Hybrid Learning ColloquyPenn State BerksMay 11, 2010
Hybrid Statistics Clicks
Penn State Berks
Move lower level learning outside of class and
use class time to engage students in higher
level educational experiences.
Provide additional time for more difficult concepts in class
Provide review workshops outside of class
1. Decreased time in class and trips to campus
2. Guided practice with immediate feedback
3. Opportunity for continuous Improvement
4. Accommodate different learning styles
5. Accommodate non-traditional learners
6. Increased in class student engagement
7. Increased access to the instructor from anywhere and almost anytime
8. Structure provides assistance with organizational and learning skills
1. Decreased scheduled class time
2. Increased time with individual & groups of students in workshops & office hours
3. Increased on line time
Number of e-mails
4. Increased time creating on line materials
All registered hybrid stat students are required to complete a series of questions to determine if they were ready for a hybrid class
Students are able to switch to a non-hybrid section most semesters
Project I – summer 2008 50% class time vs 100% class time
Project II – spring 2009 75% class time vs 100% class time
Project III – fall 2009 & spring 2010 75% class time + optional extra class vs 100% class time
Both met during the same 6 week summer session with the same instructor
Both took the same final exam and took the same tests at the same time and in the same location
Both did the same paper and pencil projects
50% Class time: Regular Class:
Items in red were not available for regular class that met during the same session.
91.7% said they took the class because they could only attend class two evenings per week
83.3% said they would have learned more in the regular class
75% said they would have earned a higher grade in the regular class
77% said they would take another hybrid course
*Test 3 had the only statistically significant difference .
Scale: 0 (no help) – 5 (excellent help)
*Regular class remained after class to work on projects in groups while hybrid group worked independently
None were statistically significantly different.
Technology: Paper and pencil:
Homework Review projects
Video prof Tests
Weekly clicker questions
Interactive Course Guide
Printable Course Guide
Qn line Quizzes
1. Assess class preparation
2. Adjust the pace and content of the class based on feedback from the entire class
3. Engage students
1. Assess concept mastery
2. Emphasize important concepts
3. Review previous class work
4. Prompt start of the class – students arriving late miss the first few questions
1. Use the 0-1 slide on the left side of your clicker. Advance the slide to 1 to turn it on.
2. Join the class by:
a. pressing the letter or number located in the top left side of my next screen and then
b. pressing the green enter arrow in the center of the your clicker
If we are taking a test and we wish to score in the upper half of the students, then we wish to be higher than the
A)the mean of the test scores.
B)the median of the test scores.
C)the mode of the test scores.
D)do not know.
The average credit card debt for college seniors is $3262. If the debt is normally distributed with a standard deviation of $1100, we want to find the probability that a senior owes at least $1000. What is the z score?
The average credit card debt for college seniors is $3262. If the debt is normally distributed with a standard deviation of $1100, we want to find the probability that the senior owes more than $4000
1. Practicing concepts 7.687.27 (8.14)
2. Measuring learning 7.246.31 (8.71)
3. Keeping you involved 8.247.75 (8.14)
4. Encouraging class Preparation 7.736.16 (4.43)
Note: Hybrid class in italics, Regular class in black, Teachers in parentheses (2008 survey at Berks)
In a hybrid class where time is limited, clicker questions:
(Approximately 1/3 of the students needed extra help during office hours!)
I hope you will experiment with various models of hybrid learning (and clickers) in your classes.I hope you will keep track of data and use it to evaluate your models.
Penn State University