Strategies for Teaching in a Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well
ICT role in 21st century education and it's challenges.
Hybrid/Online Teaching Strategies
1. Strategies for Teaching in a
Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well
6. Transitioning
“When moving to a distance
format, an instructor cannot
simply replicate what is done
in a traditional classroom.”
7. Transitioning
Has taught hybrid? Online?
Will be teaching hybrid/online?
Taken a hybrid/online class?
Traditional, interested in technology?
11. Connected
“Most poignantly, students broached
[their top] concerns about the hybrid
courses… [one being that they] missed
coming to their face-to-face classes.”
12. Connected
How do we foster connections
between ourselves and our students
amongst the students
…in a hybrid or online class?
13. Connected
FAQ Forum
Ex. Course- or assignment-based FAQ space
Online Office Hours
Ex. Repeating Blackboard Collaborate Sessions
Coordinate Meetings
Ex. Student-instructor, group-instructor, or student-students
17. Informed
“A well-defined social presence (learners presenting
themselves as real people), teaching presence (appropriate
instruction and support), and cognitive presence
(constructing meaning through sustained communication) all
work together to promote deep and meaningful learning.”
18. Informed
How do we inform our students about:
their progress
other perspectives
course announcements, updates
…in hybrid or online course?
19. Informed
Progress Reports
Ex. Group or individual progress
Outside Perspectives
Ex. Guest Skype calls, TED Talks, Khan Academy
Podcast,Vodcast, or Blog
Ex. Instructor updates, group progress, assignment descriptions
20. Informed
TED Talk
John Bohannon: Dance vs.
powerpoint, a modest proposal
Use dancers instead of powerpoint. That's science
writer John Bohannon's "modest proposal." In this
spellbinding choreographed talk he makes his case
by example, aided by dancers from Black Label
Movement. (Filmed at TEDxBrussels.)
http://www.ted.com/talks/john_bohannon_danc
e_vs_powerpoint_a_modest_proposal.html
24. Effective
“Instructors who take on the challenge of
teaching in a distance format often must
serve as role models, problem
solvers, and liaisons.”
25. Effective
How do we effectively:
gauge student understanding
work with different levels of students
grade, provide feedback, monitor progress
maintain teaching responsibilities (!)
…in hybrid or online courses?
26. Effective
Survey of Students
Ex. Post-unit survey to test comfort with material; new-
semester survey about backgrounds, interests, experience
On-Demand Resource Spaces
Ex. Resources for lower-level skills; feedback for effective
grading
Prepare students for class
Ex. Links to online resources to prepare for class activity
29. Resources: Research
Students’ Roles in Exposing Growing Pains: Using the “Dean’s
Concerns” to Refine Hybrid Instruction
This study was instigated when 12 teacher education students expressed four concerns about their
hybrid courses (part online, part face-to-face) to the college dean. In an effort gain the perspective of the
broader population of students so instructors could improve this delivery method in the college, faculty-
researchers sought input related to the “Dean’s Concerns” from all students enrolled in hybrid courses. A
broadly distributed questionnaire revealed that attitudes towards hybrid courses were positive, but that
some problems existed related to student abilities to access course content, relevance, social
communications, and their instructors’ ability to use technology. Faculty researchers were not able to
determine the effect of any pedagogical changes imposed by technology on student perceptions.
Researchers conclude that significant innovations in education can create growing pains for students, but
these kinds of pains should be anticipated and accounted for, and that students have an important role in
exposing growing pains and can support efforts to improve distance learning.
Foulger, T. S., Amrein-Beardsley, A., &Toth, M. J. (2011). Students’ Roles in Exposing Growing Pains: Using
the “Dean’s Concerns” to Refine Hybrid Instruction. International Journal of Teaching and Learning in
Higher Education, 23(2), 150–165.
30. Resources: Research
Using Technology to Enhance Higher Education
Whether our students are sitting in the room with us as we teach, sitting in their home
listening, participating by video-conference, or answering discussion questions on an online
platform, technology can play a pivotal role in student learning. In this article we discuss
technology in higher education, specifically its role in hybrid or online formats. As Renard
(2005) so eloquently stated, "No generation has ever had to wait so little time for so much
information" (p. 44). Presented here is a discussion of the types of students who benefit
from distance learning, the factors that prompt instructors to engage in distance
learning, and what instructors should know about distance education before they begin
teaching with this kind of delivery.
Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education.
Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3
31. Resources: Research
Cooperative Learning: Smart Pedagogy and Tools
for Online and Hybrid Courses
This article focuses on meshing technology-enhanced learning with cooperative learning
pedagogy, to address teaching/learning challenges in higher education online and hybrid
courses. Illustrations of implementation are made using coursework exemplars. Start-up
solutions and sample applications are summarized. The purposes of this article are to
provide an overview of cooperative learning in online and blended teaching/learning
settings, and identify start-up strategies for faculty implementation.
Gradel, K., &Edson, A. J. (2011). Cooperative Learning: Smart Pedagogy and Tools for Online
and Hybrid Courses. Journal of Educational Technology Systems, 39(2), 193–212.
32. Resources: Media
BlackboardTV
The Voice of an Active Learner
www.youtube.com/watch?v=CZ5Vy9BgSeY
The New York Times
Technology Changing How Students Learn, Teachers Say
www.nytimes.com/2012/11/01/education/technology-is-changing-how-
students-learn-teachers-say.html
Forbes
How Online Courses Can Form a Basis for On-Campus Teaching
http://www.forbes.com/sites/coursera/2012/11/07/how-online-courses-can-
form-a-basis-for-on-campus-teaching/
Sarah Glova“Traditional teaching can also benefit from what has proven effective for distance education classes... Colleges, instructors, and students must continue to work to together to improve the way education is delivered.”
Sarah Glova
Sarah Glova
Sarah GlovaThe traditional classroom and the online environment are very different.
Sarah GlovaThe traditional classroom and the online environment are very different. In today’s discussion, we’ll try to highlight some strategies that work effectively for online spaces. These strategies will be useful in any classroom that utilizes technologies (from traditional to hybrid to online)
Sarah Glova“When moving to a distance format, an instructor cannot simply replicate what is done in a traditional classroom” (Chaney et al. 2008; Dykman and Davis 2008c; Keramidas et al. 2007; Tallent-Runnells et al. 2006; Vaughn 2007; Zhao et al. 2009).Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education. Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3
Sarah GlovaSurvey of presentation audience.
Sarah E-WToday we’ll focus on three different themes. We organized our strategies into these themes because we felt these themes are consistent concerns for both students and instructors when using online resources. All instructors and students worry about whether they’ll be able to stay connected online, whether they’ll be informed about the progress of the course or about the activities of others, and whether they’ll be effective, whether that means effective graders or effective participants.
Sarah E-W
Sarah E-WMost poignantly, students broached concerns about the hybrid courses being offered, specifically noting their perceptions that: (1) professors unnecessarily assigned students more “busy work” and “tedious tasks” (defined as active work of little value to course objectives) just to keep students occupied online within hybrid courses; (2) the online activities in which students were required to engage were confusing, disorganized, and complicated by the use of technology and other online resources which hindered student learning; (3) students missed coming to their face-to-face classes…Foulger, T. S., Amrein-Beardsley, A., & Toth, M. J. (2011). Students’ Roles in Exposing Growing Pains: Using the “Dean’s Concerns” to Refine Hybrid Instruction. International Journal of Teaching and Learning in Higher Education, 23(2), 150–165.
Sarah E-W
Sarah E-W
Sarah E-WAsk audience.
Sarah GlovaNext we’ll talk about “Informed.”
Sarah GlovaStudents need to be informed about themselves, their peers, and their instructor. Instruction and support are important for teaching presence. Sustained communication is important to cognitive presence. “A well-defined social presence (learners presenting themselves as real people), teaching presence (appropriate instruction and support), and cognitive presence (constructing meaning through sustained communication) all work together to promote deep and meaningful learning.”Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education. Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3
Sarah Glova
Sarah Glova
Sarah E-W
Sarah GlovaAsk participants
Sarah E-W
Sarah E-WMany instructors worry that taking on hybrid or online responsibilities will create too many additional “hats” for them.“Instructors who take on the challenge of teaching in a distance format often must serve as role models, problem solvers, and liaisons” (Zhao et al. 2009).Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education. Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3