Post navigation

Hybrid Technology-Enhanced Courses: Selected Resources

Hybrid Learning, a definition:
Hybrid learning (also called “blended learning”) combines traditional face-to-face classroom instruction with technology-enhanced pedagogies for significant student learning.  Hybrid courses blend face-to-face interaction such as in-class discussions, active group work, and live lectures with such web-based or digital technologies as online course cartridges, assignments, discussion boards, and other web-assisted learning tools.  These courses generally deliver instruction in both an asynchronous and synchronous manner.  The degree to which hybrid courses use traditional classroom and online learning environments varies depending on the nature and subject matter of the course.

Six Models for Course Redesign: This site summarizes the characteristics of the five course redesign models that emerged from the National Center for Academic Transformation (NCAT) Program in Course Redesign and gives links to more detailed information and examples of each.

Improving Learning and Reducing Costs: New Models for Online Learning, by Carol A. Twigg. A full description of the models that emerged from the National Center for Academic Transformation (NCAT) Program in Course Redesign, with examples from the projects.

Course Redesign Improves Learning and Reduces Cost, by Carol A. Twigg. Background information on the National Center for Academic Transformation (NCAT).

Implementing the Seven Principles: Technology as Lever, by Arthur W. Chickering and Stephen C. Ehrmann. Ideas for using technology to implement the “Seven Principles for Good Practice in Undergraduate Education.”

Disrupting Ourselves: The Problem of Learning in Higher Education, by Randy Bass. Focuses on curricular issues but offers some ideas about course redesign and offers useful links in the bibliography. Abstract: A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching.

Enhancing Student Learning and Retention with Blended Learning Class Guides, by Katie E. Amaral and John D. Shank. An example of hybrid classroom learning guides in Chemistry. From the abstract:

  • Digital learning materials embedded in blended learning guides — interactive multimedia tutorials, podcasts, videos, and simulations — can further engage students, influencing time on task in their learning and promoting their success.
  • Use of blended learning class guides in an introductory chemistry course at the Pennsylvania State University’s Berks College altered the traditional lecture to a hybrid format and approximately doubled the pass rate for the course.

Designing for Learning, by Judith Boettcher. Suggestions for using Web 2.0 and other technologies in online teaching/learning.

A Social Pedagogies Reading List and A Social Network Can Be a Learning Network by Derek Bruff, Vanderbilt University. Randy Bass and Heidi Elmendorf of Georgetown University define social pedagogies as teaching approaches that “engage students with… an ‘authentic audience’ (other than the teacher) where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course.”

Content and Interpersonal Interaction in online courses:  Taking time to consider how students interact with the course content and with each other and the instructor is an important part of the process of designing an effective online course.  U. of North Carolina.

MERLOT (Multimedia Educational Resource for Learning and Online Teaching).  Materials from various courses, many online, Including syllabi, assignments & articles.  MERLOT is a program of the California State University, in partnership with others.

The 10 Biggest Myths About Synchronous Online Teaching, by Roseanna DeMaria and Ted Bongiovanni, who explain the learning they see happening in such aspects of online courses as texting during lecture, blogs, discussion boards, and group projects, as well as discussion of how online courses differ from traditional courses.

Using Blogs to Foster Self-Reflection and Build a Strong Classroom Community, by John Alexander and Dorothe Bach, University of Virginia. A technical article with “how to” steps for using wordpress and sound pedagogical principles for integrating student blogs into the fabric of a humanities course.

Shift Happens: Online education as a new paradigm in learning, by Linda Harasim. Survey of the history of technology-enhanced learning, including information about design and assessment, as well as details about the Virtual-U, a Web-based environment designed at Simon Fraser University in the mid-1990s.


TRC Hybrid Challenge Resources & Research

SHANTI Knowledge Base: Digital Teaching and Learning

For Collab resources and newly integrated Collab tools see: