Pedagogical Technical Skills for Online Hybrid Venues Mary
Pedagogical & Technical Skills for Online Hybrid Venues Mary Anne Schultz Ph. D MBA MSN RN
Statement of the Problem – Student View Redundancy, Boredom, Perceived Knowledge
Statement of the Problem – Faculty View Redundancy, Student Participation ▼, Test Scores ▼/▲, Engagement ▼, Student Evaluations ▼
The Innovation • F 2 F Junior-level Human Development • Became 50% Online Hybrid • 2 Sections, kept parallel* week-to-week • Strategic use of DB & Announcements • Blackboard 6 (Rel. 2. 3. 1), Windows XP, Office ‘ 03
Barriers to Innovation • Committees/Permission • Faculty Evaluation Disincentives • Management of Guest Speakers, Time-Sensitive Information/Events, Webinars, Webmail • Support-platform, administrative, lead/release time, faculty/student “computer skills” • Blackboard (Rel. 2. 3. 1), Windows XP, Office ‘ 03
Chickering & Gamson’s 1 st Principle Enhanced Faculty-Student Contact
Chickering & Gamson’s 1 st Principle Enhanced Student-Faculty Contact
Chickering & Gamson’s 2 nd Principle Enhanced Student-Student Contact Reciprocity & Cooperation
Chickering & Gamson’s 3 rd Principle Encourage Active Learning
Chickering & Gamson’s 4 th Principle Timely Feedback
Chickering & Gamson’s 5 th Principle Emphasize Time on Task Time + Energy = Learning
Chickering & Gamson’s 6 th Principle Communicate High Expectations
Chickering & Gamson’s 7 th Principle Respect Diverse Talents/Ways of Knowing
Change Brought About • Student-Faculty Interactivity ▲ • Student-Student Interactivity ▲ • Near-100% participation rate each week • Similar grade distribution • Relatively small opportunity faculty costs • Student ratings of teachers ▲ • *Purposive early departure of 1 group CC
Recommendations Faculty Should Consider: • Use of ▲ % hybrid/total online venue • Use of enhanced virtual tools e. g. , chat, talking heads, webinars, course FAQs, Student Lounge • Conduction of program evaluation research project
Finale Resistance Can Outweigh Good Intentions & Curiosity
- Slides: 36