Comprehensive Hybrid Course Development
Comprehensive Hybrid Course Development
Hybrid courses combine out-of-class computer-based teaching and learning with traditional face-to-face classroom experiences. This chapter discusses strategies to create and maintain comprehensive hybrid courses. It draws upon Vygotsky's social constructivism, pointing out that social interaction is an important aspect of learning and must be maintained in a hybrid course. After providing step-by-step instructions for constructing a hybrid course, including available technology, it addresses the goals of the hybrid course using Chickering and Gamson's seven principles of good practice in undergraduate education, which are: (a) encourages faculty-student interaction; (b) encourages cooperation among students; (c) encourages active learning; (d) gives prompt feedback; (e) emphasizes time on task; (f) communicates high expectations; and (g) respects diverse talents and ways of learning. Each principle is examined in light of the particular challenges of the hybrid course.
Keywords: hybrid courses, university courses, computer-based teaching, learning, Vygotsky, social constructivism, social interaction, undergraduate education
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