Despite Faculty Skepticism: Lessons from a Graduate-Level Seminar in a Hybrid Course Environment
ARTICLE
Megan M. Palmer, Genevieve Shaker, Krista Hoffmann-Longtin
College Teaching Volume 62, Number 3, ISSN 8756-7555
Abstract
Despite the fact that online education continues to grow, the vast majority of faculty remain skeptical that online courses can yield the same student learning outcomes as traditional face-to-face courses. In an effort to determine if online graduate courses can be effective, in this study we explore the extent to which qualities commonly found in graduate-level seminars can be replicated in hybrid graduate-level courses. A course for students in a higher education graduate program titled "The American Community College" serves as the study case. The course was developed as a hybrid with synchronous, asynchronous, and in-person elements intended to foster highly interactive exchanges of information, deep analysis of subject matter, and advanced means of communicating one's ideas; all elements of a successful graduate-level course. Web technologies including wikis, blogs, and podcasting provided creative and varied pedagogical tools, which could be fully realized only when students were immersed in the online learning environment. Data collected from students across two semesters and assessment of learning outcomes indicate the value and success of the approach and several advantages to in-person courses, generating a set of implications.
Citation
Palmer, M.M., Shaker, G. & Hoffmann-Longtin, K. (2014). Despite Faculty Skepticism: Lessons from a Graduate-Level Seminar in a Hybrid Course Environment. College Teaching, 62(3), 100-106. Retrieved March 25, 2023 from https://www.learntechlib.org/p/153203/.
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Choice, Quality, and Role: Preservice Teachers’ Perceptions and Learning Experiences in a Hybrid and an Online Version of a Reading Methods Course
Shelley Xu, California State University, Long Beach, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1309–1314
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