How to design and teach a hybrid course : achieving student-centered learning through blended classroom, online, and experiential activities (E-Book, 2011) [WorldCat.org]
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How to design and teach a hybrid course : achieving student-centered learning through blended classroom, online, and experiential activities

Autor: Jay Caulfield
Verlag: Sterling, Va. : Stylus Pub., 2011.
Ausgabe/Medienart   E-Book : Dokument : Englisch : 1st edAlle Ausgaben und Medienarten anzeigen
Zusammenfassung:
This is a practical handbook for designing and teaching hybrid or blended courses, and focuses on outcomes-based practice.
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Gattung/Form: Electronic book
Electronic books
Physisches Format Print version:
Caulfield, Jay, 1949-
How to design and teach a hybrid course.
Sterling, Va. : Stylus Pub., 2011
(DLC) 2010052315
(OCoLC)692084845
Medienart: Dokument, Internetquelle
Dokumenttyp Internet-Ressource, Computerdatei
Alle Autoren: Jay Caulfield
ISBN: 9781579226039 1579226035 9781579226046 1579226043
OCLC-Nummer: 784958298
Beschreibung: 1 online resource (xii, 251 pages)
Inhalt: Introduction: what is hybrid? --
Theoretical applications --
Experiential learning --
Planning your hybrid course: critical questions to consider --
Designing and teaching your hybrid course --
Discussion as a way of learning in a hybrid course --
Providing and soliciting student feedback --
Using small groups as a learning strategy --
Meeting student expectations --
Enhancing teaching through the use of technology --
Interview data --
What students say about hybrid --
What the best hybrid teachers say --
What the best hybrid teachers do --
Conclusion: coming full circle, future research, and final reflections.
Verfasserangabe: Jay Caulfield ; foreword by Alan Aycock.

Abstract:

This is a practical handbook for designing and teaching hybrid or blended courses, and focuses on outcomes-based practice.

Jay Caulfield defines hybrid courses as ones in which face time is replaced to varying degrees not only by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility for learning on the learner, with the teachers primary role being to create opportunities and environments that foster independent and collaborative student learning.

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