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Changing Delivery Methods, Changing Practices: Exploring Instructional Practices in Face-to-Face and Hybrid Courses
By Meredith Irvin Toth, Audrey Amrein-Beardsley, and Teresa S. Foulger
Abstract
In this paper researchers investigate the ways in which redesigning a course to be delivered in a hybrid format that blends face-to-face and online course delivery instigated changes in instructional practice. In addition, researchers explored instructor perceptions about the relative strengths and weaknesses of teaching a face-to-face versus hybrid course. Analyses of self-reported instructor practices with respect to seven principles of effective instruction in undergraduate education suggest that integrating face-to-face teaching with online learning provides an opportunity to enrich instructional activities and pedagogical practices. Practical implications for instructors and suggestions for future research are also described.
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Underlying Factors of Sense of Community in Asynchronous Computer SupportedCollaborative Learning Environments
By Babak Abedin, Farhad Daneshgar, and John D’Ambra
Abstract
With the proliferation of online and distance courses human factors and social dimensions of computer supported collaborative learning (CSCL) environments are becoming more important than before. Research shows that development of a sense of community among individuals in the CSCL environments improves learning outcomes in such environments. The objective of this study is to examine the underlying dimensions of sense of community. Through an exploratory factor analysis two constructs have emerged: Individual’s sense of cohesion and awareness of others. Identification of these factors facilitates a better understanding of sense of community in CSCL environments, which in turn will guide the design of CSCL environments. In addition, the present paper examines the relationships between the facilitating factors of CSCL and the extracted factors in order to assess changes in individuals’ behavior. These factors include learner’s characteristics, course characteristics, instructor characteristics, and technical characteristics.
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Assessing the Integration of Information Literacy into a Hybrid Course Using Screencasting
By Mary Ann Trail and Amy Hadley
Abstract
The development of information literacy has become an essential curricular goal. This article reviews the results of a case study investigating the use of screencasting as a tool for teaching information literacy skills in a blended learning environment. A college librarian and a faculty member in the speech pathology and audiology program collaborated to assess the effectiveness of online tutorials used by undergraduate students in a course emphasizing research skills. The results support combining the use of authentic measures of assessment, such as rubrics to evaluate course projects in addition to static assessments such as tests of knowledge and skills.
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Source: MERLOT Journal of Online Learning and Teaching
