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Table
of Contents: March 2002
Volume 8, Number 6 |
When
designed carefully, a hybrid course combines the best
features of in-class teaching with the best features of
online learning to promote active student learning. In
this hybrid course primer, Garnham and Kaleta describe
their Hybrid Course Project, funded by UW System and coordinated
by UW-Milwaukee's Learning Technology Center. Readers
can access streaming media clips of participating instructors
discussing their hybrid course experiences -- a TTT
first. (Note: Viewers will need RealPlayer
to download the clips.)
How
can instructors of business and professional writing prepare
students for the relative freedom and independence of workplace
writing? Despite all her efforts, Rachel Spilka's students
tended to work on projects with too much instructor oversight
and supervision, to collaborate mostly in person with writers
they knew well instead of collaborating from a distance
with writers they barely knew, and to manage projects with
regular instructor or peer input, instead of mostly on their
own. She discusses how the hybrid model helped free her
from the restraints of traditional instruction to simulate
the "real world" for her students.
Large
enrollment classes pose a plethora of challenges to
university instructors. Jack Johnson, who teaches a
large enrollment business communications course at UW-
Milwaukee, outlines his major concerns in this article:
students' accessibility to course content, the
effectiveness of teaching to What I did
find in the using the hybrid format was something which
significantly increased the accessibility, effectiveness,
and connectivity of my large enrollment course. In my
opinion, anything that does these three things is worth
investigating.
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