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Best Practices for Technology-Enhanced Teaching and LearningConnecting to Psychology and the Social Sciences$
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Dana S. Dunn, Janie H. Wilson, James Freeman, and Jeffrey R. Stowell

Print publication date: 2011

Print ISBN-13: 9780199733187

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199733187.001.0001

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Comprehensive Hybrid Course Development

Comprehensive Hybrid Course Development

Chapter:
(p.107) 7 Comprehensive Hybrid Course Development
Source:
Best Practices for Technology-Enhanced Teaching and Learning
Author(s):

Charles M. Harris

Ulas Kaplan

Publisher:
Oxford University Press
DOI:10.1093/acprof:osobl/9780199733187.003.0007

Hybrid courses combine out-of-class computer-based teaching and learning with traditional face-to-face classroom experiences. This chapter discusses strategies to create and maintain comprehensive hybrid courses. It draws upon Vygotsky's social constructivism, pointing out that social interaction is an important aspect of learning and must be maintained in a hybrid course. After providing step-by-step instructions for constructing a hybrid course, including available technology, it addresses the goals of the hybrid course using Chickering and Gamson's seven principles of good practice in undergraduate education, which are: (a) encourages faculty-student interaction; (b) encourages cooperation among students; (c) encourages active learning; (d) gives prompt feedback; (e) emphasizes time on task; (f) communicates high expectations; and (g) respects diverse talents and ways of learning. Each principle is examined in light of the particular challenges of the hybrid course.

Keywords:   hybrid courses, university courses, computer-based teaching, learning, Vygotsky, social constructivism, social interaction, undergraduate education

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