Implementing The Hybrid Delivery Classroom: A Model for Hybrid - Blended Learning
David Rausch, Elizabeth Crawford, University of Tennessee at Chattanooga, United States
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
UTC’s Learning and Leadership Doctoral Program, begun in 2005, has reviewed, revised, and refined program delivery to build and enhance learning communities through an effective and efficient mix of both face-to-face and online instruction. Since 2010, based on research of established models for communities of practice and inquiry, a new model illustrating the best practice components of hybrid learning is explored. Particular attention is given to: self-directed learning and demonstrable competence related to adult learners, communities of inquiry, the positive learning effects of deeper socialization of communities of learners, and best practices in the use of the learning management system to create a virtual classroom. This paper shares information about successes and opportunities for improvement learned in our multi-disciplinary doctoral program delivered through a combined hybrid model including both the face-to-face classroom and the Virtual Classroom.
Rausch, D. & Crawford, E. (2013). Implementing The Hybrid Delivery Classroom: A Model for Hybrid - Blended Learning. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 915-921). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)