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Troubleshooting Hybrid Courses

Troubleshooting Hybrid Courses. Terrence Doyle tdoyle@nvcc.edu Laura Franklin lfranklin@nvcc.edu Cathy Simpson csimpson@nvcc.edu. New Horizons - 2005. Session Agenda. Define troubleshooting as a way to identify trouble spots and offer solutions for a hybrid course that:

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Troubleshooting Hybrid Courses

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  1. Troubleshooting Hybrid Courses Terrence Doyle tdoyle@nvcc.edu Laura Franklin lfranklin@nvcc.edu Cathy Simpson csimpson@nvcc.edu New Horizons - 2005

  2. Session Agenda • Define troubleshooting as a way to identify trouble spots and offer solutions for a hybrid course that: • meets the needs of diverse learners • engages students in the online part of hybrid courses along with face-to-face interaction • is organized to ensure a blended learning experience • Examine principles and practices for troubleshooting hybrid courses • Explore several online resources for developing hybrid courses

  3. What is a Hybrid Course? Courses where a significant portion of the learning activities are moved online and time spent in the classroom is reduced but not eliminated. They blend in-class teaching and online learning. “The single greatest unrecognized trend in higher education today.” - Graham Spanier

  4. Types of Hybrid Courses • Synchronous Face-to-Face Classroom and Asynchronous Online Learning • Virtual, Synchronous Face-to-Face Classroom and Asynchronous Online Learning • Variety of Combinations of Classroom and Online Emphasis: 67/33; 60/40; 50/50; 40/60; 33/67

  5. Anticipating problems Maintaining an ongoing feedback cycle • Measuring • specific • difficulties • Adapting/creating • interventions Troubleshooting is: Identifying trouble spots and developing solutions

  6. Examples of Trouble Spots and Developing Solutions • Hybrid Course • FRE 201 • SPD 110

  7. Principles and Practices • Course Design and Developing Activities • Setting Class Expectations • Managing Non-productive students and class climate

  8. Group Reflection Share reflections with others by describing examples you have experienced of “trouble spots” in one of three areas: • course design and development • setting expectations • managing non-productive students

  9. Exploring Online Resources • Merlot: www.merlot.org • NVCC Hybrid Site: tac.nvcc.edu/hybrid/ (under construction) • NVCC Hybrid Course Surveys • Pre-survey: tac.nvcc.edu/presurvey/ • Mid-survey: tac.nvcc.edu/midsurvey/ • Post-survey: tac.nvcc.edu/postsurvey/ • TAC Blackboard Site: tac.nvcc.edu/blackboard/ • Hybrid Initiatives at: • University of Wisconsin – Milwaukee: www.uwm.edu/Dept/LTC/hybrid/ • Maricopa: www.mcli.dist.maricopa.edu/ocotillo/hybrids/resources.php • ASU: asuonline.asu.edu/FacultySupport/Hybrid.cfm

  10. Finding the MERLOT Sites • Review Learning Objectives for the week • Isolate broad topics (literature, grammar, culture) • Select items for active learning • Select items for self-directed learning • Review MERLOT Personal Collections

  11. Survey of Instructors: What Works • Since you meet less often, it is necessary to compact face to face time to core essentials, but it also makes you reflect on re-aligning your regular courses along the same lines: organization, compactness, more student-oriented, and less teacher-dependent for acquiring information. • Provides for the learner to self-select paths for learning in an independent manner. This approach allows students to place the responsibility on learning upon themselves. This leads to growth in maturity.

  12. Survey of Instructors: The Issues • Gaps in timeframe - Not meeting students for two weeks creates a lack of “flow.” e.g. Monday holidays and/or snow days. • Students complained about not getting enough time to converse and practice orally when I had a 3 credit course that met only for 1 ½ hrs each week. • Requires a lot of preparation and organization the first time around.

  13. Survey of Students: The Complaint • Dr. Franklin, I want a personal, face-to-face, appointment with you. I have wasted two days at the computer and learned and accomplished nothing. The list of complaints is lengthy and grave. As usual, this computerized version takes me to bountiful 'information' that I have no need to learn, yet teaches me nothing, consumes my time in link after link, and never gets me to the root of anything. If this can't be remedied, I'll have to quit. My real feeling is that computerization is for NOVA to save money.

  14. Survey of Students: The End of the Semester Result • Bonjour ma Professeur, Alors, je suis arrivé à l'Acadie il y a deux jours. Comme vous savez cette région est où 'Le Grand Derangement,' ou soit, la deportation par les Anglais des Acadiens suite la Guerre des Sept Ans, a eu lieu. Même si c'est une règion bilingue aujourd'hui, les Acadiens sont conscients de leur histoire. Je veux vous ècrire une petite note pour vous remercier pour m'avoir enseigné, et pour que vous sachez que je suis ici où j'ai commencé à apprendre beaucoup. J'espère vous voir autre fois pour étudier plus. Votre étudiant très dedié, .

  15. Survey of Students • “This is the first course that I have taken that a majority of it is online. It is very different. I'm used to the more traditional sense of learning, especially a foreign language. I have found that it requires a little bit more "on your own-ness" that I wasn't used to in a foreign language. But, on the flip side of the coin, e-mails and phone calls are encouraged if any additional help is needed.”

  16. Survey of Students • The only limitation is the short amount of time for speaking and conversation practice. I got a lot of practice when I signed up and took the no-credit French conversation course at the same time (Adult Continuing Education), so I think I will either do that again next semester or I will start using the peer tutor program. • I liked the style of learning we used for this class. It was a little difficult because it was mostly kind of "own-ness", but at the same time it helped me become a more responsible person. • I have also enjoyed this class. I have taken many completely online classes and find that for a language class the hybrid format is much better for me.

  17. Some Characteristics of Effective Hybrid Courses • Establishes an interactive, learner-centered environment • Clearly stated course goals and objectives • Clearly stated course policies and procedures • Getting Started • Technology Orientation • Attendance Policy • Netiquette Statement

  18. Emphasizes active, collaborative learning • learners are responsible for their own learning and • contributing to learning of others • Provides a variety of learning activities • to meet learner needs • to adapt to different learning styles • to build rapport and interaction online and in the classroom • Blends classroom and online learning activities • to meet course goals and learning objectives • to integrate face-to-face and online learning so that they build upon one another

  19. Questions

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