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Hybrid Learning and Faculty Development:Using a “Community of Inquiry” Framework to Foster Hybrid Teaching and Learning Success
PROCEEDINGS

, , , , , University of Washington Bothell, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Student learning in hybrid (or blended) courses, when well-designed, can exceed learning in traditional face-to-face classrooms and in fully online courses (Means, et al., 2010; Sorg et al., 2002). To help faculty develop well-designed hybrid courses, we used Garrison & Vaughn’s (2008) Community of Inquiry (CoI) framework to design and deliver a ten-week Hybrid Course Development Institute (HCDI) for faculty from a variety of disciplines. The faculty experienced a hybrid format and developed course components that maximized student learning through attention to social presence, cognitive presence, and teaching presence--components of the CoI framework. Nearly all participants taught their newly designed courses within two quarters of the Institute. This session will provide an overview of the HCDI structure and content, faculty assessment of the HCDI, student evaluations of the new hybrid courses, and the importance of a learning community to help participants achieve their goals.

Citation

Leppa, C., Brockhaus, A., Goldstein, D., Bliquez, R. & Porter, I. (2011). Hybrid Learning and Faculty Development:Using a “Community of Inquiry” Framework to Foster Hybrid Teaching and Learning Success. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 257-262). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2020 from .

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