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Tranformational Learning in Hybrid Instructional Environments

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Hybrid learning is an instructional method that can likely support students in attaining active engagement and learning transformations. Course designers can likely support learning transformations when the course is designed in a way to direct students to independently guide their own learning experience. Student learning outcomes are improved when students can apply the course content to real-world settings.

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Hybrid Learning Environments in Higher Education: Can Transformational Learning Outcomes Be Achieved? Regina Henry Cohort 8
Quote ,[object Object],[object Object],06/02/09
Research Purpose ,[object Object],06/02/09
Research Questions ,[object Object],[object Object],[object Object],[object Object],06/02/09
Significance of the Project ,[object Object],[object Object],06/02/09
Significance of the Project ,[object Object],[object Object],06/02/09
Review of the Literature From Distant Learning to Hybrid Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Review of the Literature Transformative Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Review of the Literature Technology Supported Learning Environments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Methodology Population and Research Sample ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Methodology Population ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Methodology Data Collection ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Methodology Analytical Methods ,[object Object],[object Object],[object Object],[object Object],06/02/09
Limitations ,[object Object],[object Object],[object Object],[object Object],06/02/09
Research Question #1 Perception of adult learners preparation to use instructional tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09 No Significant differences were found between the two groups .
Research Question #2 Requirements for students to direct their learning in a hybrid course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09 No Significant differences were found between the two groups.
Research Question #3 Features of the hybrid instructional design ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Research Question 4: Ways hybrid instructional delivery transform student learning? ,[object Object],[object Object],[object Object],[object Object],06/02/09
Hybrid instructional delivery transform student learning 06/02/09
Qualitative Results ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Follow-up Interviews ,[object Object],[object Object],[object Object],[object Object],06/02/09
Follow-up Interviews ,[object Object],[object Object],[object Object],[object Object],06/02/09
Follow-up Interviews ,[object Object],[object Object],[object Object],[object Object],06/02/09
DARE Model 06/02/09 Activate Direct Reflect Engage
Findings & Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
Recommendations ,[object Object],[object Object],[object Object],06/02/09
Implications ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],06/02/09
[object Object],06/02/09
DIRECT 06/02/09
ACTIVATE 06/02/09
REFLECT 06/02/09
ENGAGE 06/02/09

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