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Hybrid vs Online
Pros and Cons
Course structure
Collaboration
Testing
DL Hybrid and Online course proposals
3. You are invited to attend a complimentary webinar!
Wednesday, May 23, 2012
11:00 a.m. Pacific; 2:00 p.m. Eastern
Today more than ever, more is being demanded of our learning designs. It's not enough to base design in well-
educated, creative decisions inspired by the context of a topic, concept, or experience. The best designs are
informed by data and improve over time.
A panel of experts who represent different points of view on learning design -- the researcher, the practitioner
and the instructional designer -- will share their experiences with learning design. Topics of discussion will
include:
What makes a great course?
Who is involved in the science of how people learn?
How can we apply that science of how people learn to our course designs?
How do we know if what we've created is effective for our learners?
For any academic executive, instructional designer, or faculty member striving for successful student
outcomes, this presentation will provide new ideas and helpful tips from the rapidly evolving field of learning
design.
Speakers:
Dr. Robert K. Atkinson, Associate Professor, Arizona State University
Carole Hruskocy, Associate Professor, Regis University
Toni Koslow, Instructional Technologist, Calumet College of St. Joseph
Jeff Bergin, Director, Digital Content Development, Pearson Education
Learning Design: The Science Behind a Great Course
4. Every PC and Mac has some sort of audio recording program—like
Sound Recorder
As with the video files, compatibility is an issue. This free converter
allows you to use any recording software and then convert the file to
a more widely used format like .MP3.
Converter: (converts to .MP3)
http://audio.online-convert.com/convert-to-mp3
We will return to audio files when we discuss
lectures, but it is a good idea to play with them a
bit before starting to record lectures.
5. Hybrid Courses
Research suggests hybrid is better than
pure online (Brown, 2001;
Carnevale, 2002;Oblender, 2002;
Ward, 2004; Young, 2002).
2009 U.S. Department of Education Survey
state hybrid courses are preferable to face-
to-face.
Hybrid and face-to-face classes have
approximately the same retention rate;
online course completion is 7-9% lower.
6. Hybrid Courses
Research suggests hybrid is better than
pure online (Brown, 2001;
Carnevale, 2002;Oblender, 2002;
Ward, 2004; Young, 2002).
2009 U.S. Department of Education Survey
state hybrid courses are preferable to face-
to-face.
Hybrid and face-to-face classes have
approximately the same retention rate;
online course completion is 7-9% lower.
7. Hybrid Courses
Students who take hybrid courses prior
to taking online courses perform better
in online courses taken in subsequent
semesters.
English students fare worse than math
students in online retention.
Hybrid courses also provide a transition
period for faculty.
8. Online Courses
Flexible class attendance
Repeat access to notes and course materials
Creates Record of interactions, questions, and
participation
More reticent students more likely to participate
in discussion
Access to Internet resources for everyone to
examine and discuss
Opportunities for collaboration
Quickly establishes a positive, structured, and
professional instructor-student relationship
9. Hybrid or Online:
Course Structure
• Consider the
students’
perspective
• Build in
redundant
elements
• Remove
guesswork
• Accept criticism
• Experiment with
online elements
10. The 3Cs: Communication, Clarity, and
Composition
Quiz students on course structure
Reinforce face-to-face peer interactions
with online activities
Create looped assignments (f2f to online
back to f2f)
Encourage discovery
Allow students to weight online and
face-to-face activities
11. Remember that “technology is a vehicle not
a destination” (Henry).
Ask how this content relates to your f2f
content.
Be ready to learn how to show as well as tell
Use a variety of delivery methods
Take on the learners’ perspective
Recognize the social aspect of online
learning
Use surveys to measure course
effectiveness
12. Overview
The hybrid course has an advantage in allowing you to
establish working groups in the face-to-face setting –
then perhaps moving them online. However, online only
courses do provide a number of similar opportunities. In
fact, you can set up chat rooms for students only!
Methods of Online Collaboration
Blackboard collaborate
Asynchronous communication: Discussion board
Synchronous communication: Chat
Synchronous communication: Virtual Classroom
Group Tools: Chats, Emails, File
exchange, Blog, Wiki, Journal
13. Overview
Bb offers a variety of group tools that give students a way
to share their ideas with each other. To access these
tools, students need to be placed in groups. The groups
creation tool is illustrated in the following slides.
14. These two slides show all of the options you have in
creating groups. To prevent confusion, it might be best to
limit the number of tools each group can access.
15. The first image is the list of sign up sheets that students
see when they are choosing groups. The second image is
a list of all the group tools.
16. Online Assessments
Pros Cons
Students can receive Cheating is easier
immediate feedback.
Automatic grading Test preparation is often more
Can create test banks laborious
Convenient for students Online quizzes can provide
Can analyze answer data immediate feedback.
Online tests allow more Not always ideal for practical
testing time, so students
can be required to provide exams
more detailed answers or
address more complex
problems.
17. Approval of online and hybrid courses is gained by submitting a syllabus for the
course including activities that will occur online with the appropriate signed
distance learning course approval and proposal forms. Additionally, if any 3 of
the following course elements are distributed via Blackboard, the course must
gain DMU approval:
Assignments
Quizzes
Papers
Chat sessions or
Email Communications
Please submit the following forms:
Course Action Form (see example)
Course Proposal Form
Course Syllabus - Download the Distance Learning Course Syllabus Template
and format your current syllabus to meet the requirements for the CDLIT.
Do you wish to use Blackboard as a course supplement?
If you would like to have limited use of Blackboard as a course supplement in
you traditional (face-to-face) course, you must submit the Blackboard Access
Form each semester.
18. Tasks
Create a looped assignment
Create Random and Manual Groups
Create a quiz
Work on DL forms
Add DL items to syllabus
What you need for the afternoon session
Collaborative activities that need to be translated to
online use
A few ideas for organizing your course
A timetable for the face-to-face to hybrid to online
conversion
Electronic copy of syllabi to amend for DL
application
