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Articles Conference Reviews |
200733RemleySession 3.3: Hybrid Courses and Technology
Jill Morris (Wayne State University), Terra Williams (Arizona State University) Jill Morris, Wayne State University: "Hybrid Teaching Strategies Beyond Composition" Morris reviewed new media scholarship that applied to composition pedagogical theory, referring specifically to Brown, Green and Steiner; but she also identified related pedagogical scholarship applied to fields such as marketing (O’Reilly), nursing (Fox and Gruendenmann) and science classes (Ruberg, Moore, and Taylor). These newer applications are important because more courses in these disciplines are being taught online or as hybrid courses. Instructors in these disciplines have had to learn to use new media in their instruction, and writing instructors need to consider these new pedagogies that occur in other disciplines. Through the use of various open source media, including Wikis, Moodles, Webquests and WebCT, instructors in various disciplines are able to engage students in course-specific applications in which they can experience collaborative learning environments and assimilate real situations encountered in those fields. While writing instructors have used these tools for similar kinds of writing-related activities, Morris advises that writing instructors hone their skills with these tools to further advance their pedagogies, creating new applications using new media. Finally, she encourages multi-disciplinary development of online and hybrid pedagogies to better connect the kinds of learning students in hybrid courses experience. Terra Williams, Arizona State University: "Hybrid Courses: The Middle Ground Between Traditional and Online Teaching and Learning" Williams referred to current scholarship comparing F2F pedagogical settings with online pedagogical settings and related her experiences in these settings to her experience in hybrid settings. Retention in online courses tends to lag because students do not feel connected with the instructor and classmates. Williams acknowledged the expectation that retention rates and socialization among students in hybrid settings would assimilate traditional classroom settings, since students are able to meet with each other F2F. However, she found that, as with online settings, students’ socialization is limited in hybrid courses because students meet with each other only once a week. She found that F2F instructional time was spent conducting lectures and further limiting socialization, while she used online time for activities and assignments. She suggested that teachers in hybrid settings should encourage students to use the F2F meetings to engage in community-building exercises and to do group work to help facilitate socialization and encourage retention. References: Fox, B. (2007). Teaching through technology: changing practices in two universities. International Journal on Elearning, 6(2), 187. Green, M., & McNeese, M.N. (2007). Using edutainment software to enhance online learning. International Journal on Elearning, 6(1), 5-16. Gruendemann, B. J. (2007). Distance learning and perioperative nursing. AORN Journal, 82(3), 574. O’Reilly, N. J., Rahinel, R. Foster, M.K., & Patterson, M. (2007). Connecting in megaclasses: The netnographic advantage. Journal of Marketing Education, 29, 69. Steiner, G. (2007). A new literacy. The Kenyon Review, 29, 1-10.
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