Abstract

This manuscript shares the results of an experimental blended course design that combines online and synchronous technology instruction across four geographically dispersed computer classrooms using ITV technology. Lessons learned include equipment requirements, both in the main classroom and remote classrooms, taking insufficient bandwidth into account, remote communications, and accounting for small class sizes. The successes include reaching students where they are, not where we want them to be, and increased enrollment and sustainability. The future of this study includes initiating a policy that requires students to purchase and maintain their own hardware with programs like Microsoft Developer Network Academic Alliance (MSDNAA) and Dreamspark supplying the software. Additionally, students that are embracing a field in technology need to have Internet access based on the ubiquitous availability and inexpensive pricing structure for minimal high-speed bandwidth. Finally, students need an alternate plan that requires both access to a computer and Internet access.

Citation

Thrasher, E., Coleman, P. & Willis, J. (2014). Blended Course Design for Multi-Campus Technology Instruction: An Expository Study. Journal of Instructional Pedagogies, 15(1),. Retrieved August 6, 2024 from https://www.learntechlib.org/p/195149/.

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Keywords

• Access to Computers
• blended learning
• College Students
• Communication Strategies
• distance education
• educational technology
• Interactive Video
• Knowledge Level
• online courses
• Synchronous Communication
• videoconferencing