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Creating a Hybrid Course from Scratch or…

Create impactful hybrid courses by understanding the online course development process. This guide emphasizes a holistic approach, where learning environments are shaped to be technology-rich and outcome-driven. Focus on building strong primary components, assembling them into a coherent whole, and measuring important learning outcomes. Explore various formats such as face-to-face, online, and distance education, and understand the importance of integrating situational factors, learning goals, and teaching activities. Transformative course development requires reflection and active engagement for students to become lifelong learners and ethical practitioners.

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Creating a Hybrid Course from Scratch or…

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  1. Creating a Hybrid Course from Scratch or… An Introduction to the Online Course Development Process

  2. Different way of thinking… • Holistic- a product, a packaged experience • Shaped learning environment- technology rich • Process training- not content-packed • Outcome driven- by engaging in this learning experience, the student will… • Assessment driven- what is important to learn is measured

  3. Not about what will happen in the classroom…It’s about the journey or the learning experience

  4. Learning Environments • Face-to-face: classroom experience • *Face-to-face with an online presence: classroom & Web based • *Hybrid- blend of Web based and face-to-face • Online- Web based • Distance Education with an online presence • Distance Education

  5. Deconstruct -> Reconstruct Learning experience • Deconstruct time, space, roles, expectations • Reconstruct time, space, roles, expectations • Decisions, decisions, decisions…

  6. Integrated Course Design Process (Fink, 2003)http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc 3 phases • 1-> Build Strong Primary Components • Situational Factors • Learning Goals • Teaching and Learning Activities • 2->Assemble the components into a coherent whole • 3->Finish important remaining tasks

  7. Situational Factors Professional Identity: Behaviors and Attitudes • 15 week course/ 15 modules • Hybrid- One six hour F2F seminar seventh week • 34 students/full time/2 sites • Cohort model; required • 2 credits/6 hours effort per week • Asynchronous/ no ITV • Competency vs discriminatory S/N • High interactive; low stakes • Self assessment & reflection • ACOTE standards B.4.5, B.5.6, B.7.4, B.7.10, B.9.1, B.9.2, B.9.4, B.9.6, B.9.7, B.9.8, B.9.10, B.9.11

  8. Professional Identity…Learning Goals • Behavior change • Attitudinal shift In three years these students will be: • Lifelong learners • Ethical practitioners • Interprofessional team members

  9. Before… Lecture ---------------- Readings ------------- In class activities---- WebCT discussions Guest lectures------- Assignments--------- Fieldwork Exams----------------- Now WebVista content Readings Online activities WebVista discussion Video Assignment boxes Wikis & Wimba Quizzes Professional Identity… Teaching and Learning Activities

  10. Comparison of Classroom to Hybrid course reinforces what we know… • Schaber (2008) It works (To be Written) • Bernard et al. (2004) Learning from computers is as effective as face-to-face • Online learners rated their learning higher than classroom learners • Mueggenbury (2003) Students read more and learn as much or more • Online learners used more learning tools and cited Readings as a source of their learning twice as often as classroom learners • Hollis & Madill (2006) Online format supports principles of adult learning: active, group, applied • Online learners cited 61% more learning tool usage; cited Out of Class Discussion 16 times more frequently than Classroom learners • Maeroff (2003) Online course preparation can take up to 500% longer • Course development took six months intensive preparation (3 person team) • Stout (2001) The online course development process is a radical change beginning with a critical reflection on teaching and learning….. • Online course development is a transformative process

  11. Patricia Schaber, PhD, OTR/L University of Minnesota Program in Occupational Therapy schab002@umn.edu For further information…

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