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Hybrid Courses Plus: Blending F2F, online and handheld computer for effective learning
PROCEEDINGS

, , California State University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This paper explores the potential within hybrid courses for increasing student learning. It considers the benefits of hybrids. It acknowledges that the key to designing winning courses is familiarity with potential student needs and matching the pedagogies of face-to-face and online to their needs and the desired learning outcomes. At California State University, Bakersfield a continuing project is providing ways for busy people who also are students to participate in quality, effective courses. These courses blend face-to-face, online, and PalmOS handheld computers.

Citation

Curtis, L. & Swenson, P. (2003). Hybrid Courses Plus: Blending F2F, online and handheld computer for effective learning. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 520-523). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 18, 2019 from .

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References

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Cited By

  1. Affordances and Constraints of a Blended Course in a Teacher Professional Development Program

    Nesrin Bakir, West Texas A&M, United States; Christopher Devers, Indiana Wesleyan University, United States; Barbara Hug, University of Illinois at Urbana-Champaign, United States

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1114–1126

  2. Integrating Latin American Studies and Technology Through A Blended Professional Development Model

    Mary Risner, University of Florida, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3685–3688

  3. A Blended Model for Professional Development in Mathematics: Impacts on Teacher Practice and Student Engagement

    Ron Owston, Margaret Sinclair, Herb Wideman & Jane Kennedy, York University, Canada

    EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2501–2507

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.