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Book part
Publication date: 19 March 2013

Katerina Bohle Carbonell, Amber Dailey-Hebert, Maike Gerken and Therese Grohnert

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the…

Abstract

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the plentitude of online tools which technology offers nowadays, PBL courses can also be effectively offered to students who cannot physically be present at the campus. The change process from offline to hybrid, blended, or online PBL courses need to be carefully managed and the right combination of technology and learning activities selected from the ever increasing available set. Hybrid, blended, or online courses differ in the amount of integration between offline and online activities. A mixed-method design was used to elaborate on how the different (hybrid, blended, or online) PBL courses can be effectively build and taught to create learner engagement. Twelve people (change agent, instructor, and participants) were interviewed and 82 students filled out a course evaluation form. The data was used to describe how a hybrid, blended, or online course was created and how the instructor and students perceived it. Instructional and change management implications for implementation are presented. Instructional implications deal with the needs of the learner, the role of the instructor, and the importance of sound technology integration in the course. Change management implication highlights the need to foster intra-institutional collaboration.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Article
Publication date: 7 July 2014

Matthew Little and Eugene Cordero

This paper aims to investigate the relationship between hybrid classes (where a per cent of the class meetings are online) and transportation-related CO2 emissions at a commuter…

Abstract

Purpose

This paper aims to investigate the relationship between hybrid classes (where a per cent of the class meetings are online) and transportation-related CO2 emissions at a commuter campus similar to San José State University (SJSU).

Design/methodology/approach

A computer model was developed to calculate the number of trips to campus for a student body similar to SJSU. Different scenarios considered the theoretical effectiveness of implementing a hybrid course system to reduce CO2 emissions.

Findings

Increases in hybrid courses resulted in decreased student trips to campus and associated CO2 emissions. The utility of such a relationship is demonstrated through a case study where the required increase in online class meetings needed to eliminate the need for an overflow parking lot is studied. Finally, preferential scheduling of online meetings can further reduce trips to campus.

Research limitations/implications

A limitation of the model is that student schedules are random. Future research could use actual student schedules to better model how online course delivery will affect trips to campus.

Practical implications

As today’s universities struggle with financial pressure, online course delivery is being offered as a way to cope. This analysis provides an additional metric to evaluate online courses and includes other potential financial savings.

Social implications

Transportation contributes to local air pollution and emissions of heat-trapping gases. As universities move toward more sustainable behaviors, reducing automobile trips to campus can be seen as a priority.

Originality/value

To the authors’ knowledge, this is the first attempt to model the relationship between hybrid courses and CO2 emissions at an urban university. This information will be valuable to the SJSU community, as well as many other institutions.

Details

International Journal of Sustainability in Higher Education, vol. 15 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 9 May 2023

Satyendra C. Pandey and Swati Panda

Hybrid learning, integrating online methods of instruction with face-to-face learning methods, has recently gained increased attention. The literature on pedagogy and course

Abstract

Purpose

Hybrid learning, integrating online methods of instruction with face-to-face learning methods, has recently gained increased attention. The literature on pedagogy and course management has focused on hybrid learning as a combination of virtual and physical environments, which can shift learning to a more student-centered model from the teacher-centered model. A gap exists in the literature related to the execution of hybrid learning and challenges faced by internal stakeholders, and the outcomes are achieved. This study aims to examine the implementation of hybrid learning courses and investigate the challenges and outcomes.

Design/methodology/approach

This study adopted a qualitative approach. This study presents a case of a management university in India. Ten semistructured interviews were conducted with the university officials, including the vice-chancellor, dean and faculty members. The data collection method also included reviewing university documents and reports.

Findings

While formalized knowledge transfer through online courses can facilitate knowledge dissemination, it has its own downsides: it needs to be contextualized; it requires additional resources; it is not a one size fits all policy, as its conducive to some and alienates others; and students may not completely adopt it.

Originality/value

This investigation attempts to examine the shift to hybrid learning in the Indian context.

Details

Quality Assurance in Education, vol. 31 no. 4
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 31 October 2022

Selina Neri

Over the past few years synchronous and hybrid classes have become necessary, more common and increasingly popular in higher education. They have changed the art of the possible…

Abstract

Over the past few years synchronous and hybrid classes have become necessary, more common and increasingly popular in higher education. They have changed the art of the possible and are seen as the new normal. However, despite the opportunities this pedagogical method offers, it also presents several challenges, as academics accustomed to in-person teaching may find it difficult to adapt and thrive in this new environment. Based on a case study of best practices in three triple-accredited (Equis-AMBA-AACSB) business schools operating in the USA, Europe and Asia, this chapter presents a collection of best teaching practices in classes that combine in-person and virtual modes of study, where students participate together in real-time class activities. Gaining insights into the merits and limitations of teaching synchronous and hybrid classes can help academics and schools towards enhancing excellence in the student experience and promote greater collaboration among academics and between faculty and students. This chapter explores what excellence looks like, from the perspectives of academics who have successfully adopted this pedagogy. Practices include course design, technology, student engagement, class delivery, student assessment and institutional cooperation.

Article
Publication date: 14 September 2015

Rikki Abzug

The purpose of this paper is to use data available through the hybrid (blended online and face to face) learning environment to explore both a direct behavioral measure of…

Abstract

Purpose

The purpose of this paper is to use data available through the hybrid (blended online and face to face) learning environment to explore both a direct behavioral measure of conscientiousness and gender in predicting hybrid classroom performance.

Design/methodology/approach

Variables measuring both student conscientious behavior, in the hybrid classroom, and gender were examined to determine their relationship to student final grades (i.e. success) in hybrid undergraduate business ethics courses.

Findings

The author finds that: first, conscientiousness continues to be a solid predictor of academic success; second, gender continues to be an insignificant predictor of success in the online/hybrid environment; third, using direct behavioral measures of conscientiousness yields results consistent with prior research that linked inventory-based conscientiousness levels to academic performance; and finally, the archiving and data-collection functions of the hybrid classroom represent a rich trove of behavioral data that may be mined for clues to predict student academic success.

Research limitations/implications

As the research is based on data from six hybrid business ethics classrooms at one institution, future research could be extended to different classrooms and different institutions compared across nations. Research implications include highlighting the potential value of using direct measures of conscientiousness to predict performance.

Practical implications

The study sheds light on the tremendous possibilities for conducting applied research on educational performance outcomes using the rich data inherent in the hybrid learning environment. The author has suggested numerous ways to mine the data from the online portion of the hybrid classroom to explore antecedents of academic success. The author suggests that the hybrid classroom can provide data to act as an early warning system for educators to identify struggling students.

Originality/value

The paper builds upon an exploratory study of the use of direct behavioral (rather than inventory self-report) measures of personality in research on educational outcomes as well as introducing avenues for original research on learning behavior based on data afforded by the hybrid educational environment.

Details

Journal of Applied Research in Higher Education, vol. 7 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 22 March 2011

Jennie M. Hwang and Boris H.J.M. Brummans

Teachers have recently started to introduce wikis into their courses. However, comparatively few studies have looked at the actual experiences of students who are engaged in…

Abstract

Teachers have recently started to introduce wikis into their courses. However, comparatively few studies have looked at the actual experiences of students who are engaged in building a wiki community for a particular course. To address this limitation, this exploratory self-report study examined student experiences with using a wiki in an upper-level undergraduate course on media effects, their reflections on functioning as a member of this wiki community, and their overall satisfaction with taking this kind of a “hybrid” or “blended” course. Results show that students enjoyed learning about media effects by collaboratively building their wiki community, but were critical about the structure of the hybrid course.

Details

Teaching Arts and Science with the New Social Media
Type: Book
ISBN: 978-0-85724-781-0

Article
Publication date: 11 September 2023

Peter Sin Howe Tan, Ai Na Seow, Yuen Onn Choong, Chi Hau Tan, Siew Yong Lam and Chee Keong Choong

Numerous academic institutions have embarked on the pursuit of hybrid learning as an alternative approach, catering to students who opt for replacing a fraction of their…

Abstract

Purpose

Numerous academic institutions have embarked on the pursuit of hybrid learning as an alternative approach, catering to students who opt for replacing a fraction of their conventional in-person meeting schedule with remote teaching. However, these new remote learning patterns have brought forth new stands against students' expectations. The universities have come across immense challenges in devising efficacious strategies that encompass the delivery, effectiveness and acceptability of hybrid courses. Consequently, identifying pivotal determinants related to user acceptance of technology persists as a crucial matter. This study aims to shed light on the adoption of hybrid learning from students' perspectives.

Design/methodology/approach

Structural equation modelling (SEM) was employed to scrutinise the proposed research model and hypotheses. A total sample of 444 students responded and partook in the survey. The data were analysed using AMOS software, a powerful tool for statistical analysis in the field of social sciences.

Findings

The findings of this study show that perceived service quality positively and significantly impacts the ease of use and usefulness of a hybrid learning system among students. In addition, the results demonstrate that ease of use and usefulness of the system positively and significantly influence students' favourable attitudes toward hybrid learning. Remarkably, the statistical analysis unveils the significant mediating effect of ease of use and usefulness in the relationship between perceived service quality and students' attitudes toward hybrid learning.

Research limitations/implications

The findings suggest that the pervasive dependence on information systems and the quality of service from novel technologies continues to be a vital influence in the learning environment. The study has provided valuable insights into student perseverance learning strategies for higher education institutions.

Originality/value

This study's novelty lies in illuminating the crucial role of ease of use and usefulness as mediators, highlighting their criticality in enhancing students' attitudes towards hybrid learning. Notably, the study underscores that perceived service quality exerts a positive influence on ease of use and usefulness.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 March 2009

Burcu Senyapili and Ahmet Fatih Karakaya

This study explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held…

Abstract

This study explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students' classroom preferences in the project lifecycle. The findings put forth figures that compare two forms of design communication in the two classroom types in terms of their contribution to design development. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters with the instructors and fellow students in the physical classroom. It is asserted that the future design studio will be an integrated learning environment where both physical and virtual encounters will be presented to the student. Utilizing the positive aspects of both communication techniques, a hybrid setting for the design studio is introduced, comprising the physical classroom as well as the virtual one. The proposed use for the hybrid setting is grouped under 3 phases according to the stage of the design process; as the initial, development and final phases. Within this framework, it is inferred that the design studio of the future will be an integrated form of space, where the physical meets the virtual.

Details

Open House International, vol. 34 no. 1
Type: Research Article
ISSN: 0168-2601

Keywords

Case study
Publication date: 3 July 2017

Jayson W. Richardson and Sara Heintzelman

Young professors Baxter, Jim, and Robert are eager to start a new graduate certificate in educational leadership with a focus on technology. The department supports their…

Abstract

Synopsis

Young professors Baxter, Jim, and Robert are eager to start a new graduate certificate in educational leadership with a focus on technology. The department supports their initiative. The department is even supportive of offering this certificate fully online. Support waned when, in an effort to boost student enrollment, it is suggested that additional graduate courses and programs within the department also move fully online. In department meetings, faculty members argue about the rigor of online courses and if it is possible to convert existing courses and programs to an online delivery format. Tammy and Larry are veteran faculty members who do not want to teach online and have made it clear to the rest of the faculty they are not eager to change. When there are not enough students to offer their programs in the traditional format, all faculty members are forced to begin teach online.

Research methodology

This is a disguised field-researched case.

Relevant courses and levels

This case may be used in a variety of graduate business or education courses, such as introduction to business, business ethics, educational leadership, technology leadership, or higher education.

Theoretical bases

Students should have some understanding of systems change, ethical decision making, and human resources development.

Details

The CASE Journal, vol. 13 no. 4
Type: Case Study
ISSN: 1544-9106

Keywords

Article
Publication date: 4 April 2016

Jeffrey W. Alstete and Nicholas J. Beutell

The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge…

Abstract

Purpose

The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge, instructional techniques and delivery formats.

Design/methodology/approach

This is a concept paper with elements of theory building from the case of business strategy courses. After an overview of relevant research along with past and current practices, capstone course content projects and assignments are discussed in relation to delivery formats such as on-campus, hybrid partial online and full distance education.

Findings

Faculty and academic departments choosing project assignments should seek to create an integrative learning experience for students using carefully balanced delivery methods and content. Each of the instructional methods and delivery systems have certain advantages, and the use of these techniques is not mutually exclusive, in that some faculty members may choose to teach course sections using multiple learning systems.

Originality/value

As colleges and universities increase the range of instructional techniques and delivery formats, it is especially important to harmonize these methods with learning objectives for capstone learning experiences. Concepts for balanced integration and synthesis of topics are proposed for different instructional methods and delivery formats that can be applied in other disciplines. Using pedagogical content knowledge as a basis for improving teaching and learning is necessary to achieve balanced integration.

Details

Quality Assurance in Education, vol. 24 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

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