A Guide to Establishing Hybrid Learning Courses: Employing Information Technology to Create a New Learning Experience, and a Case Study

Autor/inn/en	Olapiriyakul, Kamolbhan; Scher, Julian M.
Titel	A Guide to Establishing Hybrid Learning Courses: Employing Information Technology to Create a New Learning Experience, and a Case Study
Quelle	In: Internet and Higher Education, 9 (2006) 4, S.287-301 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2006.08.001
Schlagwörter	Feedback (Response); Distance Education; Learning Modalities; Course Content; Program Effectiveness; Information Technology; Educational Technology; Learning Experience; Teaching Methods; Computer Assisted Instruction; Technology Integration; College Instruction; Instructional Design; Case Studies; Cognitive Style; Student Attitudes; Instructional Effectiveness; New Jersey + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lernumgebung; Kursprogramm; Informationstechnologie; Unterrichtsmedien; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Hochschullehre; Lesson concept; Lessonplan; Unterrichtsentwurf; Case study; Fallstudie; Case Study; Cognitive styles; Kognitiver Stil; Schülerverhalten; Unterrichtserfolg
Abstract	Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10