Posts Tagged ‘hybrid’
Our HyFlex Experiment: What’s Worked and What Hasn’t
Armed with a can-do spirit, faculty members leaped into hybrid teaching this fall. The results have been decidedly mixed.
By Kevin Gannon OCTOBER 26, 2020
https://www.chronicle.com/article/our-hyflex-experiment-whats-worked-and-what-hasnt
The flexibility afforded to students by HyFlex courses has been evident this semester, but the style of teaching required has proven more difficult to maintain than anticipated. Moreover, that same flexibility has been the proverbial double-edged sword when it comes to student success.
HyFlex courses are hard to build, and even harder to teach.
Designing effective online courses is hard work and differs significantly from in-person teaching. HyFlex courses essentially braid the two together. Moreover, the braiding is even more complicated because the online strand is further divided into synchronous and asynchronous paths.
What seems clear is that institutions using the HyFlex model need to find more and different ways to support faculty members than before. Hire work-study students to wrangle Zoom? Improve the integration and workflow of these various tools? At the very least, we have to acknowledge the significant burden now on classroom instructors, a burden for which very few of us were prepared.
HyFlex’s origin story matters. HyFlex courses were initially developed for graduate students in an educational-technology program.
we needed more in the way of introducing students to HyFlex — more clearly and specifically outlining how the courses work and how to navigate them most successfully.
HyFlex works better for some types of classes than others. It’s no coincidence that faculty members who are finding HyFlex a difficult fit are those whose classes are either completely or mostly discussion-based, perhaps even student-led.
We need to help students learn to become online learners.
Faculty members cannot hide from structural racism and economic inequality any more, because our students were never able to in the first place.
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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
Online learning here is used as a blanket term for all related terms:
- HyFlex courses – hybrid + flexible
“hybrid synchronous” or “blended synchronous” courses
- Definition:
The HyFlex model gives students the choice to attend class in person or via synchronous remote stream and to make that choice on a daily basis. In other words, unlike online and hybrid models which typically have a fixed course structure for the entire semester, the HyFlex model does not require students to make a choice at the beginning of term and then stick with it whether their choice works for them or not; rather students are able to make different choices each day depending on what works best for them on that day (hence the format is “flexible”) (Miller and Baham, 2018, to be published in the Proceedings of the 10th International Conference on Teaching Statistics).
- Definition from Horizon Report, HIgher Ed edition, 2014. p. 10 integration of Online Hybrid and Collaborative Learning
- Definition from U of Arizona (https://journals.uair.arizona.edu/index.php/itet/article/view/16464/16485)
Beatty (2010) defines HyFlex courses to be those that “enable a flexible participation policy for students whereby students may choose to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class”
- Online courses
- Definition
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.2.Online classes are a form of distance learning available completely over the Internet with no F2F interaction between an instructor and students (Helms, 2014).
- https://www.oswego.edu/human-resources/section-6-instructional-policies-and-procedures
An online class is a class that is offered 100% through the Internet. Asynchronous courses require no time in a classroom. All assignments, exams, and communication are delivered using a learning management system (LMS). At Oswego, the campus is transitioning from ANGEL to Blackboard, which will be completed by the Fall 2015 semester. Fully online courses may also be synchronous. Synchronous online courses require student participation at a specified time using audio/visual software such as Blackboard Collaborate along with the LMS.
- Web-enhanced courses
Web enhanced learning occurs in a traditional face-to-face (f2f) course when the instructor incorporates web resources into the design and delivery of the course to support student learning. The key difference between Web Enhanced Learning versus other forms of e-learning (online or hybrid courses) is that the internet is used to supplement and support the instruction occurring in the classroom rather than replace it. Web Enhanced Learning may include activities such as: accessing course materials, submitting assignments, participating in discussions, taking quizzes and exams, and/or accessing grades and feedback.”
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.3.
Helms (2014) described blended education as incorporating both online and F2F character- istics into a single course. This definition captures an important confound to comparing course administration formats because otherwise traditional F2F courses may also incorp- orate aspects of online curriculum. Blended learning may thus encompass F2F classes in which any course content is available online (e.g., recorded lectures or PowerPoints) as well as more traditionally blended courses. Helms recommended the use of ‘‘blended’’ over ‘‘hybrid’’ because these courses combine different but complementary approaches rather than layer opposing methods and formats.
Blended learning can merge the relative strengths of F2F and online education within a flexible course delivery format. As such, this delivery form has a similar potential of online courses to reduce the cost of administration (Bowen et al., 2014) while addressing concerns of quality and achievement gaps that may come from online education. Advantages of blended courses include: convenience and efficiency for the student; promotion of active learning; more effective use of classroom space; and increased class time to spend on higher- level learning activities such as cooperative learning, working with case studies, and discuss- ing big picture concepts and ideas (Ahmed, 2010; Al-Qahtani & Higgins, 2013; Lewis & Harrison, 2012).
Although many definitions of hybrid and blended learning exist, there is a convergence upon three key points: (1) Web-based learning activities are introduced to complement face-to-face work; (2) “seat time” is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
The amount of in class time varies in hybrids from school to school. Some require more than 50% must be in class, others say more than 50% must be online. Others indicate that 20% – 80% must be in class (or online). There is consensus that generally the time is split 50-50, but it depends on the best pedagogy for what the instructor wants to achieve.
Backchannel and CRS (or Audience Response Systems):
https://journals.uair.arizona.
More information:
Blended Synchronous Learning project (http://blendsync.org/)
https://journals.uair.arizona.edu/index.php/itet/article/view/16464/16485
https://www.binghamton.edu/academics/provost/faculty-staff-handbook/handbook-vii.html
VII.A.3. Distance Learning Courses
Distance learning courses are indicated in the schedule of classes on BU Brain with an Instructional Method of Online Asynchronous (OA), Online Synchronous (OS), Online Combined (OC), or Online Hybrid (OH). Online Asynchronous courses are those in which the instruction is recorded/stored and then accessed by the students at another time. Online Synchronous courses are those in which students are at locations remote from the instructor and viewing the instruction as it occurs. Online Combined courses are those in which there is a combination of asynchronous and synchronous instruction that occurs over the length of the course. Online Hybrid courses are those in which there is both in-person and online (asynchronous and/or synchronous) instruction that occurs over the length of the course.
Discussion on the EDUCAUSE Blended and Online Learning Group’s listserv
Question:
develop anonymous mid-course student evaluations allowing students to reflect on course and progress and informing instructor about what is working or not in the course.
Answers:
– what is working well for you in the course?
– what is not working well for you in the course?
krajewsk@AUGSBURG.EDU
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- What is helping you learn?
- What is hindering your learning?
- What suggestions do you have to make the course better for you, your peers, or the instructor?
Katie Linder Research Director Extended Campus, Oregon State University 4943 The Valley Library Corvallis, Oregon 97331 Phone 541-737-4629 | Fax 541-737-2734 Email: kathryn.linder@oregonstate.edu
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At the University of Illinois, we have been using Informal Early Feedback as a way to gauge information from our students to help improve the courses before the end. Here are a couple of links to our site. The first is the main page on what IEF is and the second is the question bank we offer to faculty. This is a starting point for them, then we meet with those who want to work on tweaking them for their specific needs.
* About IEF: https://citl.illinois.edu/citl-101/measurement-evaluation/teaching-evaluation/ief
* Question Bank: https://citl.illinois.edu/citl-101/measurement-evaluation/teaching-evaluation/ief/ief-question-bank
If you have any questions at all, don’t hesitate to ask.
Sol Roberts-Lieb Associate Director, Center for Innovation in Teaching and Learning Pedagogy Strategy Team and Industry Liaison UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
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more on student evaluations in this IMS blog:
https://blog.stcloudstate.edu/ims?s=student+evaluation
Discussion on the EDUCAUSE Blended and Online Learning Group’s listserv
Question:\
I head an instructional design unit and we’ve been noticing that instructors with no experience in online teaching seem to struggle to teach in a blended environment. They get easily confused about 1) how to decide what content is best suited for in class and what goes online and 2) they also have difficulty bridging the two modalities to create a seamless and rich learning environment.
Rema Nilakanta, Ph.D., Director of Design and Delivery Engineering-LAS Online Learning 1328 Howe Hall 537 Bissell Rd P 515-294-9259 F 515-294-6184 W http://www.elo.iastate.edu
Answers:
Oregon State University has a hybrid course design program that is a partnership between OSU’s Ecampus and our Center for Teaching and Learning. You can find quite a few resources here: http://ctl.oregonstate.edu/hybrid-learning
Shannon Riggs Director, Course Development and Training Oregon State University Ecampus 4943 Valley Library Corvallis, OR 97331-4504 541.737.2613
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http://onlinelearningconsortium.org/consult/olc-quality-scorecard-blended-learning-programs/
Jennifer Mathes, Ph.D. Director of Strategic Partnerships Online Learning Consortium Office: (781) 583-7571 Mobile: (913) 226-4977 Email: jennifer.mathes@onlinelearning-c.org Website: http://www.onlinelearning-c.org Skype: mathes.olc
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You might find my recent book The Blended Course Design Workbook: A Practical Guide to be a helpful resource. Each chapter has a literature review of the relevant research as well as activities to guide faculty through the various components of blended course design. You can read the first chapter on the fundamentals of blended teaching and learning at the publisher website. The book also has a companion website with additional resources here: http://www.bcdworkbook.com.
Katie Linder Research Director Extended Campus, Oregon State University 4943 The Valley Library Corvallis, Oregon 97331 Phone 541-737-4629 | Fax 541-737-2734 Email: kathryn.linder@oregonstate.edu Twitter: @ECResearchUnit & @RIA_podcast Check out the Research in Action podcast: ecampus.oregonstate.edu/podcast
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more on blended learning in this IMS blog:
https://blog.stcloudstate.edu/ims?s=blended+learning
these tools useful for hybrid and online learning
By Lisa Larson-Kelley October 19, 2016
http://www.socialmediaexaminer.com/3-video-storytelling-tools-for-social-marketers/
Adobe Spark
Adobe Spark Video is an elegant, easy-to-use tool for creating animated videos that tell a story. It’s available as a browser-based cloud app or as an iOS app. You can get it as a single app or install the 3-in-1 tool to access the Spark Post and Spark Page companion apps too.
What’s great about Spark Video is that it’s quick. You can create a compelling animated video story in just minutes without any design experience, and work on your project from anywhere. As a cloud-based tool, your progress is saved and synced automatically, so you can work on it on mobile or desktop whenever creative inspiration strikes.
Animoto
Now let’s look at a tool that’s similar to Adobe Spark, but gives you more flexibility over your content. Animoto is an affordable, cloud-based tool that offers an assortment of choices and customizations to create a one-of-a-kind video to tell your brand’s story.
This tool gives you a little more control than Adobe Spark Video. You can start with a blank canvas (choosing your own colors, styles, and frames to more closely match your brand) or adapt one of the tool’s wide variety of templates.
YouTube Director
YouTube Director is a revolutionary tool to create video ads for business. Geared toward small local businesses, it’s a foolproof way to tell a compelling story in a short format.
As you follow the prompts, you’re guided to capture images, video, and voiceovers. Then you can post the video and run a video ad campaign on YouTube.
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more on video and social media in this IMS blog:
https://blog.stcloudstate.edu/ims?s=social+media+video
10 key takeaways about differences between classroom, blended, online and open learning
http://www.tonybates.ca/2015/02/21/10-key-takeaways-about-differences-between-classroom-blended-online-and-open-learning/
Tony Bates shares his thoughts on the difference
Chapter 10 of Tony Bates online open textbook, Teaching in a Digital Age:
– See more at: http://www.tonybates.ca/2015/02/21/10-key-takeaways-about-differences-between-classroom-blended-online-and-open-learning/#sthash.MOymkn9F.dpuf
More on F2F, blended/hybrid and online learning in this blog:
https://blog.stcloudstate.edu/ims/?s=blended
https://blog.stcloudstate.edu/ims/?s=hybrid
https://blog.stcloudstate.edu/ims/?s=online+learning