Purpose of this page:
To explore the rationale, pedagogies, and tools for
online collaborative learning in the hybrid course(s)
The words of J. McDonald provide an excellent introduction to this
page:
http://www.sloan-c.org/publications/jaln/v6n2/v6n2_macdonald.asp
New Methods, New Media, and New Perspectives on Teaching and
Learning
“New learning theories and teaching
methods such as constructivism and collaborative learning, along
with concerns for more effective education, are having an impact on how distance
education, as well as face-to-face education, is conducted.
Additionally, new
information technology and media have added new dimensions and
possibilities to the conduct of teaching and learning, creating the potential
for more interactive, interpersonal, group environments.”
“Constructivist
and postmodern theories of learning highlight the social nature of knowledge
claiming that meaning is constructed as the result of social interaction. “In
the last 30 years, virtually every social
science and field of humanities has moved away from rationalistic,
linear ways of thinking toward an appreciation of multiple perspectives and
reasoning in context”. Due to an increased emphasis on constructed learning,
educators, both traditional and distance, now focus more deliberately on
creating a community of learners. Consequently, discussion and various other
forms of group learning have emerged as important teaching methods.”
“Through group
learning participants have frequent opportunities to create thoughts, share
those thoughts with others, and hear others’ reactions. The resulting group
analysis, debate, and shared perspectives help to develop conceptual learning
and higher order thinking skills. Additionally, through interaction, groups
provide support and mutual feedback that promote self-understanding and
generate an experiential base for learning.”
“A literature review of current learning theories shows that
interactivity is considered to be a critical characteristic of education.
Interaction between the teaching and learning participants instills emotional
involvement and feelings of personal relations that contribute to learning
pleasure. This, then, supports student motivation that, in turn, facilitates
learning and increases student satisfaction, and completion rates.”
“Hybrid
courses are courses in which a significant portion of the learning activities
have been moved online, and time traditionally spent in the classroom is
reduced but not eliminated. The goal of hybrid courses is to join the best
features of in-class teaching with the best features of online learning to promote
active independent learning and reduce class seat time. Using computer-based
technologies, instructors use the hybrid model to redesign some lecture or lab
content into new online learning activities, such as case studies, tutorials,
self-testing exercises, simulations, and online group collaborations.” http://www.uwsa.edu/ttt/articles/garnham.htm
Hybrid
courses are courses in which a significant
portion of the learning activities have been moved online, and time
traditionally spent in the classroom is reduced but not eliminated. The
goal of Hybrid courses is to join the best features of in-class teaching with
the best features of online learning to promote active independent learning and
reduce class seat time.
http://www.uwm.edu/Dept/LTC/hybrid-courses-definition.html
What It Is Not
“Hybrid
courses differ from online courses taught over the internet. Online courses may
have very few or no face-to-face meetings. Another variation of the use
of online delivery methods is Web enhanced classes. These should not be
confused with hybrid courses. Web enhanced courses may have a website or
even a text online, but students in web enhanced courses meet in the
traditional face-to-face classroom for the traditional number of hours for that
course. A hybrid course is not simply your regular course with online elements
added. It is a completely redesigned course that integrates the traditional
face-to-face delivery method with online delivery in order to use the best
features of both learning environments.” http://faculty.rcc.edu/crasnow/hybridv2.html
“A Hybrid course is not a Distance Learning course. Some classroom time is required. A Hybrid course is not a combined course;
which shares web resources between Campus and Distance Learning sections of the
same course.” http://www.pcc.edu/library/ims/hybrids/hybrid.doc
“Designing
and teaching a hybrid course is significantly different than designing and
teaching a web-enhanced course.
·
Hybrid courses move a
significant amount of learning online, making it possible to reduce the amount
of time spent in class.
·
Effective hybrid
courses combine the best elements of face-to-face with the best of distance
education: immediate feedback, nonverbal cues, active learning, flexibility,
reflective responses, greater student participation and more collaboration.
·
Hybrid is not just
transferring information the Web. It involves extensive course redesign.
·
Students spend more
time working individually and collaboratively on assignments, projects and
activities; faculty spend less time lecturing and more time reviewing, guiding,
and interacting with students.
·
Hybrid is more learner centered; faculty can teach in new ways; students
are more accountable for their learning.
·
Efficiencies that occur
in hybrid courses are through freeing up tight classroom space, appealing to
new markets, increasing retention. But, most exciting is that research is
beginning to show, and faculty say, that hybrid courses improve student learning.
http://www.westminstercollege.edu/ftc/index.cfm?parent=658&detail=668&content=2526