BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

How to Design and Teach a Hybrid Course

Achieving Student-Centered Learning through Blended Classroom, Online and Experiential Activities

Paperback
July 2011
9781579224233
More details
  • Publisher
    Stylus Publishing
  • Published
    25th July 2011
  • ISBN 9781579224233
  • Language English
  • Pages 266 pp.
  • Size 6" x 9"
  • Images tables
  • Request Exam Copy
$29.95
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March 2012
9781579226039
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  • Publisher
    Stylus Publishing
  • Published
    27th March 2012
  • ISBN 9781579226039
  • Language English
  • Pages 266 pp.
  • Size 6" x 9"
  • Images tables
$125.00
E-Book (ePub)
March 2012
9781579226046
More details
  • Publisher
    Stylus Publishing
  • Published
    27th March 2012
  • ISBN 9781579226046
  • Language English
  • Pages 266 pp.
  • Size 6" x 9"
  • Images tables
  • Request E-Exam Copy
$29.95
Hardback
July 2011
9781579224226
More details
  • Publisher
    Stylus Publishing
  • Published
    25th July 2011
  • ISBN 9781579224226
  • Language English
  • Pages 266 pp.
  • Size 6" x 9"
  • Images tables
  • Request Exam Copy
$125.00

This practical handbook for designing and teaching hybrid or blended courses focuses on outcomes-based practice. It reflects the author’s experience of having taught over 70 hybrid courses, and having worked for three years in the Learning Technology Center at the University of Wisconsin-Milwaukee, a center that is recognized as a leader in the field of hybrid course design.

Jay Caulfield defines hybrid courses as ones where not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility of learning on the learner, with the teacher’s primary role being to create opportunities and environments that foster independent and collaborative student learning.

Starting with a brief review of the relevant theory – such as andragogy, inquiry-based learning, experiential learning and theories that specifically relate to distance education – she addresses the practicalities of planning a hybrid course, taking into account class characteristics such as size, demographics, subject matter, learning outcomes, and time available. She offers criteria for determining the appropriate mix of face-to-face, online, and experiential components for a course, and guidance on creating social presence online.

The section on designing and teaching in the hybrid environment covers such key elements as promoting and managing discussion, using small groups, creating opportunities for student feedback, and ensuring that students’ learning expectations are met.

A concluding section of interviews with students and teachers offers a rich vein of tips and ideas.

“I’ve kept abreast as best I can on the burgeoning literature on hybrid (or blended, in the UW-Milwaukee lexicon) teaching, so I feel comfortable in saying that the book you now hold in your hands is well worth your time: it’s a book that I believe to be basic to any instructor’s appreciation of the full value of blended teaching and learning.”

Alan Aycock, Professor of Anthropology and Acting Director - , University of Wisconsin-Milwaukee’s Learning Technology Center

“Dr. Caulfield’s book on how to design and teach a hybrid course offers necessary and valuable information to faculty and students alike. Moreover, her convergence of theory, experience, and application will definitely advance the current work in the field of designing and teaching hybrid courses.”

Robert Deahl, Dean, College of Professional Studies, Marquette University, and Past President - , Commission on Accelerated Programs

“This book will be a valuable resource for faculty in higher education who are planning, designing, teaching, and evaluating a hybrid course. Jay Caulfield combines interview data from experienced hybrid teachers with an extensive literature review to provide practical tips and guidelines for creating a successful hybrid teaching and learning experience.”

Norm Vaughan,co-author, Blended Learning in Higher Education, and - , Mount Royal University, Canada

“Teaching a hybrid course well demands careful planning. This book provides excellent guidance on how to do that planning.”

Dee Fink, National Project Director: Teaching & Curriculum Improvement (TCI) Project, and Senior Associate - , Dee Fink & Associates Consulting Services

“Dr. Caulfield has a great deal of experience with hybrid teaching methods and she has studied and worked with some of the leading figures in the hybrid movement. She effectively uses her experience and the experience of others who have both scholarly and practical knowledge of hybrid teaching methods to present a very readable and helpful account of the factors that can make hybrid teaching an engaging and effective learning experience for students from a variety of backgrounds and disciplines. The book will be very helpful to instructors who have some experience with hybrid instruction as well as those who may be thinking of trying this form of teaching for the first time."

Dave Buckholdt, Director, Center for Teaching and Learning - , Marquette University

"A significant accomplishment. Jay Caulfield's experience as a teacher and faculty developer, and researcher in hybrid learning, is evident in the way she has made this material relevant for a broad audience."

Robert Kaleta, Director Emeritus - , University of Wisconsin, Milwaukee

"Offers guidance on teaching courses characterized by a reduction in the "face time" of the classroom, and the addition of online and experiential learning."

- The Chronicle of Higher Education

"This is a guide for all who teach, and especially for those who have chosen to teach in a hybrid learning format."

- Book News Inc.

"The basis of How to Design and Teach a Hybrid Course is the notion that students learn best by doing, by experiencing, and then by reflecting on their experiences. Caulfield does a good job discussing the ways in which hybrid course design provides the theor4etical and pedagogical framework for such active, reflective learning. For the busy scholar, such a course will require a good deal of planning and designing time, but the reward of increased student learning will offset the initial investment."

Jeffery Galle, Oxford College of Emory University - Teaching Theology & Religion

Acknowledgments
Foreword
By Alan Aycock
Preface

SECTION ONE: INTRODUCTION
1 WHAT IS HYBRID?
2 THEORETICAL APPLICATIONS
3 EXPERIENTIAL LEARNING
4 PLANNING YOUR HYBRID COURSE: Critical Questions to Consider

SECTION TWO: DESIGNING AND TEACHING YOUR HYBRID COURSE
5 DISCUSSION AS A WAY OF LEARNING IN A HYBRID COURSE
6 PROVIDING AND SOLICITING STUDENT FEEDBACK
7 USING SMALL GROUPS AS A LEARNING STRATEGY
8 MEETING STUDENT EXPECTATIONS
9 ENHANCING TEACHING THROUGH THE USE OF TECHNOLOGY

SECTION THREE: INTERVIEW DATA
10 WHAT STUDENTS SAY ABOUT HYBRID
11 WHAT THE BEST HYBRID TEACHERS SAY
12 WHAT THE BEST HYBRID TEACHERS DO

CONCLUSION
13 COMING FULL CIRCLE, FUTURE RESEARCH, AND FINAL REFLECTIONS

References
Index
Reference Index

Jay Caulfield

Jay Caulfield is an associate professor and an associate dean at Marquette University, where she has led the curriculum design of the college’s hybrid graduate degree in leadership studies. She routinely teaches courses in leadership theory, organizational behavior, and research methods, and has moreover taught over 80 hybrid courses within the past eleven years. She serves on numerous university and college committees and boards including the University Board of Graduate Studies, the Institutional Review Board, and the Committee on Teaching, which she recently chaired. She is currently a member of the International Leadership Association and the International Society for the Scholarship of Teaching and Learning. In spring of 2011 she received the college’s Faculty Excellence in Service Award for her significant long-term contributions to the College, as evidenced by her teaching, leadership and service to students, fellow faculty, staff and the greater community. Caulfield’s research interests include transformational leadership and adult learning. Recent peer reviewed publications include, Why should I tell you how you teach? An expectancy theory perspective and Applying graduate student perceptions of task engagement to enhance learning conditions. She and colleagues are currently engaged in a longitudinal study on transformational leadership and she is authoring a second book on transformational coaching.