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James Ranni

Top News - 'Hybrid' courses show promise - 0 views

www.eschoolnews.com/...index.cfm

hybrid course

shared by James Ranni on 07 Jun 09 - Cached
  • James Ranni on 07 Jun 09
     
    Discussion of benefits of Hybrid Courses vs both traditional and online
James Ranni

Hybrid Courses Are Best - 0 views

www.wfu.edu/...SylHybrid%20Courses.htm

Hybrid

shared by James Ranni on 17 Jun 09 - Cached
  • James Ranni on 17 Jun 09
     
    Research summary on the effectiveness of Hybrid courses
Joan Erickson

The Best of Both Worlds: Teaching a Hybrid Course - 0 views

www.rapidintellect.com/...cho2738z4.htm

shared by Joan Erickson on 09 Jun 10 - Cached
  • Joan Erickson on 09 Jun 10
     
    hybrid in higher education
Kristen Della

HYBRID - Main Page - 0 views

www.uncg.edu/hybrid

module 4 assignment online courses

shared by Kristen Della on 11 Jul 11 - Cached
  • Kristen Della on 11 Jul 11
     
    Welcome to our website which provides faculty development modules related to effective teaching in an online environment. Each module contains a suggested Brief Hybrid Workshop using short, online media presentations; follow-up resources and references; and feedback from users. The Seven Principles for Good Practice in Undergraduate Education has provided a framework for the development of these resources.
Gary Bedenharn

Teacher Presence: Using Introductory Videos in Online and Hybrid Courses by Paula Jones... - 1 views

www.learningsolutionsmag.com/...s-in-online-and-hybrid-courses

presence learning teaching blended

shared by Gary Bedenharn on 01 Jun 12 - Cached
  • Irene Watts-Politza on 01 Jun 12
     
    This e-magazine article provides researched-based information on the importance and components of teaching presence in the on-line learning environment. Blog format with related topics.
  • Gary Bedenharn on 13 Jul 12
     
    Article on online learning courses and the use of technology.
Gary Bedenharn

TLC - HYBRID - Using Rubrics to Promote Meaningful Online Discussions Video - 0 views

www.uncg.edu/...using_rubrics_video.html

rubrics online discussions education teaching

shared by Gary Bedenharn on 16 Jul 12 - No Cached
  • Gary Bedenharn on 16 Jul 12
     
    Suggestions on how to determine the criteria for a discussion rubric.
Melissa Pietricola

http://www.uncp.edu/home/dente/online.htm - 0 views

www.uncp.edu/...online.htm

hybrid teaching technology

shared by Melissa Pietricola on 16 Jun 10 - Cached
  • Such discussion places many learners at a disadvantage - those who are introverted, those for whom English is not their first language, those who don't like to interrupt, those who like to think more before they speak, and many others
    • Melissa Pietricola
      Melissa Pietricola on 16 Jun 10
       
      I think this-giving everyone the opportunity to speak is the most significant benefit for my students in having the course by a hybrid
  • only 20% of the students do 80% of the discussing. Online, 65% of the students do 80% of the discussing.
  • Consequently, online students do more work and cover more subject matter.
  • ...5 more annotations...
  • This constant interaction with the subject matter greatly increases learning retention.
  • Students are more active and self-directed in their learning.
  • discussion is richer because it is recorded
  • class discussions easily cross week boundaries. It is very common for a discussion which began in the first week of the course to resurface in the fourth week when new learnings shine a fresh perspective on it. This type of dialogue feels much more natural than the fragmented discussions I experienced in the classroom.
  • My experience with teaching online is that it is a different thing. I encourage us all to experiment in both our face-to-face and virtual learning encounters and to share what seems to work and not work.
  • Joan Erickson on 16 Jun 10
     
    it is a short, easy read, and yet stresses important points we educators all experience
  • Melissa Pietricola on 16 Jun 10
     
    benefits of online learning
Joan Erickson

Teaching-Learning Center: Special Feature - 0 views

courses.durhamtech.edu/...hybridclasses.htm

shared by Joan Erickson on 09 Jun 10 - Cached
  • Maximizing Student Learning
  • Peter Sands
  • Alan Aycock, Carla Garnham, and Robert Kaleta
  • Joan Erickson on 09 Jun 10
     
    hybrid online education for grades 7-12
lkryder

Usable Knowledge: What is Teaching for Understanding? - 0 views

www.uknow.gse.harvard.edu/...TC3-1.html

understanding learning assessment design teaching

shared by lkryder on 14 Aug 14 - No Cached
  • lkryder on 14 Aug 14
     
    The TfU model nicely compliments CATs and UbD - I personally use a hybrid version of all three and I see many similar ideas in our readings for this class from JISC
William Meredith

Getting Started Teaching Online | The Sloan Consortium - 0 views

sloanconsortium.org/225451

shared by William Meredith on 28 Jun 12 - No Cached
  • Online enrollments continue to increase substantially (Allen & Seaman, 2010, p. 2), as nearly one third (30%) of higher education students take at least one online course (Allen & Seaman, 2010, p. 2).
  • These data revealed that online learning has been adopted in the mainstream of higher education with trends indicating continued growth. Unfortunately, however, institutions often require instructors to design/develop online courses and/or transition into teaching in the online learning environment sans an understanding of the fundamental pedagogical/andragogical differences among face-to-face (f2f), blended/hybrid, and online learning environments.
  • William Meredith on 28 Jun 12
     
    preparing to teach online
alexandra m. pickett

26 Interesting Ways to use Voicethread in the Classroom - 6 views

docs.google.com/...view

voicethread

shared by alexandra m. pickett on 08 Dec 11 - Cached
  • Diane Gusa on 09 Dec 11
     
    Thanks...will be teaching 2 online and 2 hybrid in the Spring...applying all I learned in your class....well maybe most is a better word :) Still learning.
Irene Watts-Politza

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

www.sciencedirect.com.libproxy.albany.edu/...S0360131510002095

CoI Shea 'learning presence

shared by Irene Watts-Politza on 18 Jul 12 - No Cached
  • This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
  • Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
      Irene Watts-Politza on 18 Jul 12
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
  • ...19 more annotations...
  • self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
  • Catherine Strattner on 18 Jul 12
     
    This article also addresses the relationships between each of the presences and proposes an additional presence- Learner Presence.
Amy M

Why Badges? Why Not? | HASTAC - 0 views

hastac.org/...why-badges-why-not

shared by Amy M on 05 Jun 12 - No Cached
  • Perhaps a school wants to be able to recognize the master teacher who is caring and constructive mentor to new teachers in her school.    Isn’t that a fantastic contribution that so many teachers make, day in and day out, that, currently, goes unrecognized?  (An aside:  I loved the “Go, Teachers!” thread that ran throughout yesterday’s program.)    Perhaps there’s a national network of auto mechanics that would like to be able to come up with a way of credentialing high school drop outs who happen to be great at fixing hybrid cars but who cannot afford to go to for-profit trade school that offer formal credentials.   I’m making this up, but I can see applications that could help participants and communities to recognize those with achievements “outside the system” and yet crucial, to the community and to their own success in the workplace.   What do we have now to offer? Multiple choice tests, ABCD grades, transcripts, resumes:  that is an extremely narrow r
  • Our current, standardized systems of credentialing  are very rigid and often restrictive.   Badges allow groups of people—organizations and institutions--to decide what counts for them and how they want to give credit.   Every contribution isn’t measured by ABCD.   If you contribute, you can have a record of that contribution.   That’s the beauty of digital badge systems or eportfolios such as Top Coders where you can actually click on the badge and see all the specific contributions or skills of a person that were recognized by peers in the form of a badge. 
  • Amy M on 05 Jun 12
     
    A great article from Cathy Davidson explaining badges.
Joan McCabe

Blended Learning - 0 views

www.inacol.org/...ACOL_PP-BlendedLearning-lr.pdf

learning online hybrid blended

shared by Joan McCabe on 08 Jun 12 - No Cached
  • Joan McCabe on 08 Jun 12
     
    This article describes the benefits of blended learning programs and also provides various examples of schools that already employ this method successfully.
Danielle Melia

Teaching Strategies: Online Teaching - 0 views

www.crlt.umich.edu/...tsot.php

education learning teaching online Technology

shared by Danielle Melia on 13 Jun 12 - Cached
  • Danielle Melia on 13 Jun 12
     
    Online teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education.
b malczyk

Liberal-Arts Colleges Venture Into Unlikely Territory: Online Courses - 0 views

chronicle.com/...32029

colleges

shared by b malczyk on 08 Jun 12 - No Cached
  • “It’s going to raise some eyebrows,
  • blending liberal-arts teaching with online learning.
  • explore how online courseware could fit into the close-knit liberal-arts experience
  • ...6 more annotations...
  • to improve course-completion rates.
  • “You have created a way to teach students without faculty,” a professor in a workshop session sa
  • “No,”
  • “We are creating a way for you to spend time in class teaching different things, freed from the burden of teaching basic skills.” The software gives individualized instruction in 12 subjects, using sophisticated tracking of skill development and offering instant feedback and help based on the student’s mastery of concepts. The idea is to use this to teach basic statistics, say, instead of using a professor’s lectures—and time—on the fundamentals.
  • “We want professors in these courses, which are first- and second-year classes, talking about more sophisticated ideas with the students,”
  • Research published on the Carnegie Mellon course modules indicates that they are effective. At a large public university, 99 percent of students taking the program’s formal-logic course online completed it, compared with 41 percent of students in the traditional course. At Carnegie Mellon, students who took an accelerated-statistics course in hybrid form completed it in eight weeks, and learned as much material, and performed as well on tests, as did students taking a traditional 15-week course
  • b malczyk on 08 Jun 12
     
    Liberal arts colleges testing new waters
Catherine Strattner

ScienceDirect.com - Journal of Research in Personality - How Sensation Seeking provides... - 0 views

www.sciencedirect.com.libproxy.albany.edu/...S0092656610001595

psychology learning theory styles Sensation Seeking research personality outcomes

shared by Catherine Strattner on 17 Jun 12 - No Cached
  • Catherine Strattner on 17 Jun 12
     
    This journal article addresses The Hybrid Model of Learning in Personality- a different view towards learning styles.
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