hybrid/online teaching strategies

Strategies for Teaching in a Hybrid* Environment

Sarah Egan Warren & Sarah Glova

*Strategies will be applicable to online and in-person courses as well

Welcome! TodaysMeet Link: www.todaysmeet.com/TwoSarahs

Slideshare Link: www.slideshare.net/TwoSarahs

Transitioning ☐

Strategies ☐

Connected ☐

Informed ☐

Effective ☐

Resources ☐

Transitioning

Transitioning

Transitioning

“When moving to a distance format, an instructor cannot simply replicate what is done in a traditional classroom.”

Has taught hybrid? Online?

Will be teaching hybrid/online?

Taken a hybrid/online class?

Traditional, interested in technology?

Transitioning

Transitioning

Strategies ☐

Connected ☐

Informed ☐

Effective ☐

Resources ☐

Strategies

1. Connected

2. Informed

3. Effective

Connected

Connected

“Most poignantly, students broached [their top] concerns about the hybrid courses… [one being that they] missed coming to their face-to-face classes.”

Connected

How do we foster connections

between ourselves and our students

amongst the students

…in a hybrid or online class?

ConnectedFAQ Forum

Ex. Course- or assignment-based FAQ space

Online Office HoursEx. Repeating Blackboard Collaborate Sessions

Coordinate Meetings Ex. Student-instructor, group-instructor, or student-students

How do YOU stay Connected?

Transitioning

Strategies

Connected

Informed ☐

Effective ☐

Resources ☐

Informed

Informed

“A well-defined social presence (learners presenting themselves as real people), teaching presence (appropriate instruction and support), and cognitive presence (constructing meaning through sustained communication) all work together to promote deep and meaningful learning.”

Informed

How do we inform our students about:

their progress

other perspectives

course announcements, updates

…in hybrid or online course?

InformedProgress Reports

Ex. Group or individual progress

Outside PerspectivesEx. Guest Skype calls, TED Talks, Khan Academy

Podcast, Vodcast, or Blog Ex. Instructor updates, group progress, assignment descriptions

Informed

TED TalkJohn Bohannon: Dance vs. powerpoint, a modest proposal

Use dancers instead of powerpoint. That's science writer John Bohannon's "modest proposal." In this spellbinding choreographed talk he makes his case by example, aided by dancers from Black Label Movement. (Filmed at TEDxBrussels.)

http://www.ted.com/talks/john_bohannon_dance_vs_powerpoint_a_modest_proposal.html

How do YOU keep Informed?

Transitioning

Strategies

Connected

Informed

Effective ☐

Resources ☐

Effective

Effective

“Instructors who take on the challenge of teaching in a distance format often must serve as role models, problem solvers, and liaisons.”

Effective

How do we effectively: gauge student understanding work with different levels of students grade, provide feedback, monitor progress maintain teaching responsibilities (!)

…in hybrid or online courses?

Survey of StudentsEx. Post-unit survey to test comfort with material; new-semester survey about backgrounds, interests, experience

On-Demand Resource SpacesEx. Resources for lower-level skills; feedback for effective grading

Prepare students for classEx. Links to online resources to prepare for class activity

Effective

How do you stay Effective?

Transitioning

Strategies

Connected

Informed

Effective

Resources ☐

Resources: ResearchStudents’ Roles in Exposing Growing Pains: Using the “Dean’s Concerns” to Refine Hybrid InstructionThis study was instigated when 12 teacher education students expressed four concerns about their hybrid courses (part online, part face-to-face) to the college dean. In an effort gain the perspective of the broader population of students so instructors could improve this delivery method in the college, faculty-researchers sought input related to the “Dean’s Concerns” from all students enrolled in hybrid courses. A broadly distributed questionnaire revealed that attitudes towards hybrid courses were positive, but that some problems existed related to student abilities to access course content, relevance, social communications, and their instructors’ ability to use technology. Faculty researchers were not able to determine the effect of any pedagogical changes imposed by technology on student perceptions. Researchers conclude that significant innovations in education can create growing pains for students, but these kinds of pains should be anticipated and accounted for, and that students have an important role in exposing growing pains and can support efforts to improve distance learning.

Foulger, T. S., Amrein-Beardsley, A., & Toth, M. J. (2011). Students’ Roles in Exposing Growing Pains: Using the “Dean’s Concerns” to Refine Hybrid Instruction. International Journal of Teaching and Learning in Higher Education, 23(2), 150–165.

Resources: Research

Using Technology to Enhance Higher EducationWhether our students are sitting in the room with us as we teach, sitting in their home listening, participating by video-conference, or answering discussion questions on an online platform, technology can play a pivotal role in student learning. In this article we discuss technology in higher education, specifically its role in hybrid or online formats. As Renard (2005) so eloquently stated, "No generation has ever had to wait so little time for so much information" (p. 44). Presented here is a discussion of the types of students who benefit from distance learning, the factors that prompt instructors to engage in distance learning, and what instructors should know about distance education before they begin teaching with this kind of delivery.

Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education. Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3

Resources: Research

Cooperative Learning: Smart Pedagogy and Tools for Online and Hybrid Courses

This article focuses on meshing technology-enhanced learning with cooperative learning pedagogy, to address teaching/learning challenges in higher education online and hybrid courses. Illustrations of implementation are made using coursework exemplars. Start-up solutions and sample applications are summarized. The purposes of this article are to provide an overview of cooperative learning in online and blended teaching/learning settings, and identify start-up strategies for faculty implementation.

Gradel, K., & Edson, A. J. (2011). Cooperative Learning: Smart Pedagogy and Tools for Online and Hybrid Courses. Journal of Educational Technology Systems, 39(2), 193–212.

Resources: Media BlackboardTV

The Voice of an Active Learner www.youtube.com/watch?v=CZ5Vy9BgSeY

The New York TimesTechnology Changing How Students Learn, Teachers Saywww.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learn-teachers-say.html

ForbesHow Online Courses Can Form a Basis for On-Campus Teachinghttp://www.forbes.com/sites/coursera/2012/11/07/how-online-courses-can-form-a-basis-for-on-campus-teaching/

Transitioning

Strategies

Connected

Informed

Effective

Resources

Strategies for Teaching in a Hybrid* Environment

Sarah Egan Warren & Sarah Glova