Four experienced hybrid course faculty from Liberal Arts, Education and CEOAS will share successful blended teaching methods to promote learning and student success in hybrid courses. All faculty, advisers and TAs welcome. Thursday, Feb. 22, 3:00-4:00 p.m., in Milam 215. Refreshments provided. Information: Cub.Kahn@oregonstate.edu.
The Center for Teaching and Learning surveyed OSU Corvallis and Cascades campus faculty in Oct. 2016 to determine effective hybrid teaching practices from the perspective of instructors. Results: There was significant consensus among the 28 respondents from 7 OSU colleges. More than three-fourths of the instructors that used each of the following 11 practices rated these practices as “very effective” or “extremely effective”:
- Student-to-student interaction in both classroom and online environments
- Lectures of less than 15 minutes interspersed with other class activities
- Prompt and specific feedback given on assessments (e.g., quizzes, papers, projects)
- Real-world applications to connect theory to practice
- Active learning (e.g., think-pair-share, problem-solving exercises, group work)
- Group activities that have both an in-class and out-of-class component
- Learning activities outside of class prepare students to participate in class meetings
- Online content/learning activities referred to during face-to-face meetings to reinforce
- Student-to-instructor interaction in both the classroom and online environments
- Integration between classroom and online learning environments
- Classroom discussions
How many of these practices do you use in your teaching?
See Effective Hybrid Teaching Practices for a summary of the survey findings.
Andrew Valls, OSU political science professor, added his voice to the national dialogue on hybrid courses as well as the role and impacts of MOOCs in higher education in Who’s Afraid of the Big Bad MOOC? posted online yesterday in the Chronicle of Higher Education’s blog. Prof. Valls teaches a hybrid version of PS 206 Introduction to Political Theory that makes use of online lectures from Harvard University’s Justice with Michael Sandel. An edX MOOC based on Sandel’s lectures was at the heart of the latest round of the MOOC debate last week, when faculty of the San Jose State University philosphy department announced their refusal to teach a blended course utilizing content from Sandel’s edX MOOC on their campus.
In contrast to the opinions expressed by the San Jose State philosophy faculty, Valls doesn’t believe that MOOCs are an inherent threat to quality public higher education. Instead, he finds that open educational resources such as Michael Sandel’s lectures can enhance teaching and learning, particularly in hybrid courses. In Valls’ opinion, “The availability of high-quality online lectures is an opportunity to rethink how we spend our time in the classroom. If an online lecture presents the material, or walks students through an argument, we are freed to spend more time discussing the aspects of the material that are most difficult—or most interesting. . . . Yes, hybrid courses usually involve less face-to-face time, but that time can be better and more effectively spent.”
Every term a group of OSU faculty participate in the hybrid faculty learning community. Group members each redesign a classroom course for hybrid (a.k.a. blended) delivery in which a substantial portion of the course learning activity takes place online, and face-to-face meeting time is typically cut in half. In this video, Eric Weber of the College of Education describes his hybrid design for SED 412/512 Technology Foundations for Teaching Math and Science.
Beyond individual hybrid courses on the Corvallis and Cascades campuses, some entire OSU graduate programs are now offered in a hybrid format through Ecampus, such as the College of Education’s doctoral program in Community College Leadership.
In what ways are hybrid, fully online and traditional classroom course pedagogy the same? In what ways are they different? For more information about hybrid course design and delivery, visit the Hybrid Course Initiative. And, if you’re interested in participating in the hybrid faculty learning community, see the Request for Proposals for the Fall ’13 program; the proposal deadline is April 30.