L Milne's List: Hybrid Course Design

Great single resource on every aspect of "combining face-to-face classroom instruction with online learning." Includes faculty resources, faculty viewpoints, course redesign ideas and tips, and resources for faculty developers and students!

The National Center for Academic Transformation's Six Models for Course Redesign include five that are hybrid, and only one that is fully online.\n\nTheir models are generally descriptive of the gamut of approaches to hybrid course design.

A well-selected set of resources, including links to local and national articles about hybrid courses, and an extensive "gallery" of questionnaires completed by 17 Maricopa Community College District instructors about their hybrid courses.

This article originally appeared in print as:
Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever,"
AAHE Bulletin, October, pp. 3-6.

See the bottom of this Web page for updates, a link to a huge collection of ideas for using technology to implement the seven principles, a recorded interview with Chickering and Ehrmann about this history of the seven principles and their relevance to technology use, and our request that you share more such examples of technology use.

from the Tomorrow's Professor listserv, this posting summarizes neatly the main sources of research on student success.
The posting below gives some useful ideas on how to increase student engagement both in and out of the classroom. . It is by James L. Cooper, Graduate Education Department, California State University, Dominguez Hills. It first appeared in Exchanges: The Online Journal of Teaching and Learning in the CSU http://www.exchangesjournal.org on December 8, 2006, as an adaption from the keynote address of the 9th Annual California State University (CSU) Symposium on University Teaching, April 1, 2006. ©2006 by James L. Cooper.

by George Kuh\nPeer Review | Winter 2007 \nGood things go together. Students who talk about substantive matters with faculty and peers, are challenged to perform at high levels, and receive frequent feedback on their performance typically get better grades, are more satisfied with college, and are more likely to persist.

By Gordon Hensley
This case study briefly explores the steps taken in creating a hybrid college course at Appalachian State University. To solve problems created by limited space, a hybrid course was created. The fifty-student course was created and taught in person several times. The remainder of student interaction was orchestrated online using WebCT. The course content was compiled into four modules consisting of information and presentations. These modules were given to students on CD-ROM. In the end, the class had almost identical pass and drop rates as that of a face-to-face course. The instructor comments on the course and concludes with specific lists of suggestions on course design, interaction/collaboration, technology, assessment, and learner support. The article offers a synopsis, project results, and recommendations for others interested in hybrid learning.

An approach for efficiently incorporating online media resources into course and classroom. Consideration is given to pedagogical rationale, types of media, locating programs and clips, content retrieval and delivery, copyright issues, and typical problems experienced by instructors and students using online resources. In addition, selected media-relevant websites appropriate to the social sciences along with samples of digital materials gleaned from these sites are listed and discussed.

by Michael V. Miller, University of Texas at San Antonio
JOLT - Journal of Online Learning and Teaching