3 Designing for student learning. The Delivery
The Pressbook
- Supports embedding in ILS systems and Google Analytics.
- Supports the embedding of HPS activities maximizing self-directed learning and student engagement.
- Supports Communication- The book can be designed to include classroom norms- communication and course policies and expectations.
- Responsive- Pressbook accommodates live edits and content changes to address the new information needs of the students. Can be updated in sections, and downloadable in sections or as the whole book.
Developing Hybrid Instruction
Questions to Consider.
Saichaie in Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions gives a few questions that we should address as we develop hybrid instruction.
- What is your level of experience and motivation with courses in Blended, Flipped & Hybrid
- What is your students ‘level of experience and motivation with courses in BFH settings?
- What do you want your students to know, do, and value at the end of the class?
- How much of your class will be face-to-face and how much will be online?
- How will you know if your students are learning?
- How will you integrate student-centered pedagogies so students can apply what they are learning?
- How will you create community and engagement?
- How will you employ technology that is inaccessible and relevant to your course?
- How will you know if your class is meeting its goals?
- How will you accomplish all of this with so many moving parts?
- How will the campus ensure your efforts are supported and rewarded?
Download Designing Instruction for Transitions (1)
In-Person
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In-Person |
CONTENT Teaching |
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PEDAGOGY Teaching Learning |
Establish classroom norms for engagement
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COMMUNITY Teaching Learning |
Construct activities and set ground rules in order to get to know students as individuals, to build rapport, trust, and openness in a F2F space in which it is safe for all to participate and engage.
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Online
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Online (asynchronous and synchronous) |
CONTENT Teaching |
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PEDAGOGY Teaching Learning |
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COMMUNITY Teaching Learning |
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Hybrid
Hybrid (in-person, asynchronous and synchronous) |
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CONTENT Teaching |
Create a balance of differentiated activities that give students multiple opportunities to learn, and also accommodates different learning styles and preferences. Be careful to select the most effective mode for each learning outcome. |
PEDAGOGY Teaching Learning |
Combine synchronous, asynchronous and in-person instruction.
|
COMMUNITY Teaching Learning |
Construct activities and set ground rules in order to get to know students as individuals, to bu8ild rapport, trust, and openness in a F2F and virtual space in which it is safe for all to participate and engage. |
Read: (2021) 3-in-1 Hybrid Learning Environment, Marketing Education Review, 31:2, 154-161, DOI: 10.1080/10528008.2020.1855989
Hapke, Lee-Poset & Dean (2021) propose a learning innovation called 3-in-1 Hybrid environment as a solution for educational institutions to meet the challenge of balancing campus reopening against public health risks amid the COVID-19 pandemic. The 3-in-1 Hybrid Environment consists of components of the instruction that drive the behavioral, emotional, and cognitive engagement of the students.
Example: NCPA Semester teaching and Summer Research Camp
Building Blocks of NCPA Hybrid Instruction
Technologies |
Content |
Assessment |
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Modes
Learning Objects ( PressBook )
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Tell us a little about your research experience (1) |
Behavioral Engagement |
Emotional Engagement |
Cognitive Engagement |
Readings
Daniel L. Reinholz, Amelia Stone-Johnstone, Isabel White, Lorenzo M. Sianez Jr., and Niral Shah (2020), A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes. CBE—Life Sciences Education. 19:4.
(2021) 3-in-1 Hybrid Learning Environment, Marketing Education Review, 31:2, 154-161, DOI: 10.1080/10528008.2020.1855989
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. doi:10.1016/j.cedpsych.2010.09.001
Saichaie, K. (2020). Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions. New Directions for Teaching and Learning, 2020, 95-104.
Yazedjian, A., & Kolkhorst, B. (2007). Implementing small-group activities in large lecture classes. College Teaching, 55(4), 164–169. doi:10.3200/CTCH.55.4.164-169
Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science, 34(6), 451–480. doi:10.1007/s11251- 006-0004-0