finding balance in blended learning: teaching large lecture courses in hybrid format
DESCRIPTION
In this presentation, I try to make the case for using the term hybrid rather than blended or flipped to describe the combination of online learning with classroom instruction, especially as it applies to large lecture classes in higher education. I present a very simple model for thinking about how to achieve balance in a hybrid course, briefly describe my experiences in hybrid course development, provide some specific examples, and offer some suggestions for making the most of a hybrid course.TRANSCRIPT
Finding balance in blended learning: Reflections on teaching large lecture
courses in the hybrid format
Philip A. Thompsen, Ph.D.Department of Communication StudiesWest Chester University of Pennsylvania
PreviewWhy hybrid?A model for balanceA few examplesA few suggestions
Blended?
Hybrid?
Flipped?
Blended?
Flipped?
Hybrid?
Hybrid?
Classroom Instruction
Online Learning
ClassroomLecturesClickersExams
OnlineVideo Modules
Quizzes
OutsideTextbookProjects
A brief sample video clip
Online Learning Modules feature a series of short videos
Each video is presented on a separate page with questions.As with clicker questions in a
lecture hall, students respond after each videoin the sequence.
Disciplined Asynchronous DeliveryStudents have a clearly defined time for completing an online learning module
(typically a week) but they may do it as many times as they wish while it’s available.
Build content that is
Short videos are better
Be sensitive to audio
Devote class time to
A few sugges�ons
Continue the conversation?Philip A. Thompsen, Ph.D.
email: [email protected]: communication.wcupa.edublog: drthompsen.comtwitter: pthompsen