Informing hybrid course design decisions: A comparison of student reactions to online components of a hybrid to a wholly in-person course
Patricia Lynn Banyas, Michigan State University, United States
Michigan State University . Awarded
In this time of budget crisis, educational institutions are striving to find more innovative and efficient means to deliver a quality educational product. Students are looking for convenient and technology-rich learning opportunities that will give them an edge when it comes time to enter the job market Idealists hope technology can enhance the quality of teaching and learning. Thus, many institutions are exploring the hybrid model as an alternative to the traditional model where classes are delivered wholly in person.
This project documents the design and delivery of a hybrid course. It measures student perceptions of the utility of course enhancements commonly available in online Learning Management Systems (LMS) and of custom learning objects. The project takes a course taught in person and converts chosen components identified through student surveys into the online environment. Working with the instructor of the Advanced Video Design and Production course, students were surveyed about their needs and expectations for the course. Key goals identified as a result of the survey include: increased interactivity and accessibility in course content, increased communication among students and instructor, expanded opportunity for self-directed study and continuous quality of experience with a larger class size.
Banyas, P.L. Informing hybrid course design decisions: A comparison of student reactions to online components of a hybrid to a wholly in-person course. Master's thesis, Michigan State University.
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