Beyond Hybrid: Integrating Online, In-Class, and Outside-the-Classroom For Better Learning
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14-Sep-2014 -
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Transcript of Beyond Hybrid: Integrating Online, In-Class, and Outside-the-Classroom For Better Learning
Beyond HybridBLENDING ONLINE, OFFLINE, AND EXPERIENTIAL LEARNING FOR GREAT RESULTS
CHRISTINA INGE
VP OF MARKETING, EDTRIPS
ADJUNCT FACULTY, BOSTON UNIVERSITY CDIA
Some Background BU Web Development Faculty
MS in Adult Learning and Instructional Technology
Focus on integrating technology
EdTrips Leading platform for finding and managing outside-the-classroom programs
Used by over 40,000 educators
Over 20,000 programs/venues
Creating a New Model
Why Turn to Hybrid? Allows for addressing students hesitant about going “all online”
Ideal for adult students who have been out of school for 10+ years, need study skills support
Greater connections between institution, community
Market as more valuable program
Create deeper networking during in-class sessions
Improve retention: emotional investment, increasing student support by faculty, and adapting more flexibly
Hybrid: Mixing Online with ClassroomBUILDING EFFECTIVE PROGRAMS
Some Considerations to Start Are you adding an online component to a traditional class,
adding classroom component to online class, or both?
Why are you doing it?
Whom is this for?
Who Benefits from Hybrid (online/in-class)?
Adult students
Traditional students who are: ◦ Working◦ Parents◦ Carrying heavy course load◦ Have strong extracurricular involvements◦ Prefer working on their own part of time
Who Else Benefits from Hybrid? Classroom faculty who are easing into online teaching
Online faculty who want to try classroom teaching (there are some)
Institutions that want to attract students who want flexibility
Why Should Online Not Just Be All Online?
One of key complaints by faculty: cannot adapt to each class’ unique needs within all-online structure
Hybrid More Adapti
ve
• Most of the curriculum stays within online structure• Class time has more freedom to adapt
Faculty can
tailor to
level, goals
• Freedom to meet student needs in-class
Why Should Online Not Just Be All Online?
One of key complaints of students: feeling alone Hybrid allows online to be more supportive:
◦ Faculty informal advising◦ Working in groups, in person, with other students◦ Easier to access on-campus resources if students are already
coming to campus
Mixing Classroom and Online
Supports students who have been out
of school
Allows traditional students some flexibility
while retaining classroom model
Overcomes reluctance of
some to go online
Syllabus flexibility-in-class sessions can adapt to each cohort
Exercise Thinking about your own faculty, address how using hybrid programs would impact support for online learning.
Thinking about your own students, share some specific examples of student populations who are struggling with retention and may benefit from a hybrid model
Creating Effective Hybrid ProgramsCURRICULUM, FACULTY TRAINING, STUDENT RECRUITMENT
Where Do We Start? Build a hybrid program from scratch:
◦ Most effective◦ Least likely to happen
Adapt online programs to hybrid:◦ Easiest to design
Building a Hybrid Program from Scratch
Benefit of blank screen
Build a task force to identify curricular
needs
Include faculty, instructional
designers, administration,
student representatives
Long-term design process
Adapting Online to Hybrid
Can be simplest courseThe “heavy lifting” of
designing an online program is already done
Most online faculty already have in-class experience, so
training is less
Adapting Classroom to Hybrid
Add online component (about 50% or more) to in-person
class
Can challenge faculty used to traditional• Training
hybrid faculty with same tech as online faculty is essential
Instructional design with
strong emphasis on making
online work
Think about what
components are essential
to keep in classroom
Some components will benefit from going
online (longer
assignments)
Some need to stay in
class if possible
(labs, group work)
Curricular Considerations-Part 1 Who designs it?
◦ Online is often a collaboration between instructional designer, faculty, department chair
◦ In-class is often more up to individual faculty
Hybrid works best with online design model:◦ Faculty leads, but in close collaboration with
instructional design◦ Why? Critical to get online component right
Curricular Considerations: Part 2 What degree programs lend themselves to hybrid?
◦ Few subjects can’t be enhanced with hybrid approach
Programs that profoundly benefit:◦ Business◦ STEM◦ Service profession programs (social work, psychology)◦ Education
Instructional Design for Hybrid Instructional design often more familiar with pure online Best to allow faculty to lead
Combine Classroom/Online in Business
Study: “Executive MBA” programs don’t offer the same increase in salary to graduates as traditional. The theory: loss of in-person networking with fellow students, facilitated connection with employers
Increasing face-to-face time can close graduate pay gap
Student focus on employability
Combine Classroom/Online in STEM
Traditionally, lab requirements have made many programs all in-person
Creating issues of access
Implementing hybrid model can allow STEM programs to be offered flexibly for first time
Increases access for under-represented populations, especially adult women
Combine Classroom/Online in Service, Education
Better transfer of soft skills Informal mentorship between experienced professionals and emerging
Fosters more free-form creative problem-solving
Exercise Where do you see hybrid programs fitting at your institution? How is online learning now structured?
Innovating with FormatsBEYOND THE LMS
Assessment Any hybrid course needs to include in-person participation as an assessment criterion
Ability to integrate theoretical, practical learning
Assess on application of field trip to course outcomes
Opportunity to offer real-world style assessment, such as 360-degree, holistic
Integrate Social Media Students now expect
social in the classroom
Especially for hybrid, especially for field trips
Allows not only for deeper connections, but also for more relevant assignments
Simple Ways to Go Social◦ Allow social posts to be/be
part of an assignment◦ Encourage social
collaboration with dedicated Twitter lists, hashtags, Facebook groups, etc
Expanding Assignment Types Again, opportunity to expand relevance Some creative assignments we’ve seen:
◦ Cooperation with employers to allow workplace projects combined with class assignments
◦ Option to use visual design instead of written work
◦ Video, audio assignments
Foster deeper connections with faculty and classmates.
Positioning the Hybrid ProgramATTRACTING AND RETAINING STUDENTS WITH HYBRID
Student Recruitment Survey: identify student populations to whom hybrid appeals in your area
Segment and target
Recruitment for Hybrid Segment:
“Adult Students” is not enough:
Working parents Women Employer
programsDegree
completion
Targeting the “Hybrid” StudentCreate relevant messaging by audience segment
Ensure that faculty are on board
If hybrid makes up only part of program, ensure that at least half of foundation courses are hybrid
Create outreach, program materials that emphasize responsiveness
Dedicated, trained admissions
Integrating Offsite
Adding Offsites
Greater connections Apply learning Networking
Stronger ties to institution
Honors diverse learning styles
Adult students especially engage most
when they see real-world connections
Brings students back to the classroom energized
Adds a different dimension to learning by making it real.
Opens their eyes to new vocational opportunities.
Makes a hybrid course more immediate, relevant
Tie to Outcomes
Identify at least 2-3 course outcomes directly
supported by the field trip
Create course exercises and materials that connect field activity with
outcomes
Explicitly include in syllabus—don’t
just make it an add-on
What Makes for a Good Offsite?
Allows students to apply what they learned, make deeper connections, and see the real-world applications of what
they are learning
Attracts students to programs by giving additional value
Creates real-world connections for students to increase degree benefits
Easy to manage
Provides faculty with new ways to engage students
Sustainable
Search For Trips That Meet Your Criteria Use broad criteria—not just class subject strictly defined, but look to allied subjects:
Language arts:
• Newsrooms, Author events, Author sites, Museums
Visual arts:
• Museums, Arboretums, Architectural sites, Even walking tours of cities
Business:
• Workplace visit, stock exchange, government
STEM:
• Service learning, facilities, nonprofit/NGO/Government collaboration
Choosing the Right Program
Relevance Accessibility
Variety of Levels Site Support
Build Bridges to Community Find a program where you’ll get strong support
Host site team willing to work with you
Ask for recommendations from faculty
Don’t just ask for sites—get content, lesson recommendations
Exercise Develop 2-3 ideas for offsites for a specific course Outline how it might support course outcomes Identify how students might also achieve “soft” learning, such as greater identification with institution, greater connections among cohort
Developing Curricula Around a Field Trip
Hybrid Classrooms: Online Work Online and hybrid classes offer unique opportunities to integrate field trips
Online resources and discussions can provide a more powerful framework than in-class lectures
Add resources and participate in asynchronous discussion
Hybrid Classes: Online Work
Support & IntegrateEnsure that they get the most out of
the off-site by laying
conceptual framework in
syllabus
If possible, work with
host venue to provide real-world tie-in
Prep students in pre-
assignments in the weeks before class
Assign research,
essays, online resource-
based
Incorporate in threaded
discussions
If lectures are recorded
separately for each class,
incorporate in lectures
Build in debrief-related
activities
Hybrid Classrooms: In-Class Work
Prepare & Connect
Have pre-trip discussions and role-playing
If possible, guest
lectures by host site staff
Assign groups that will work
together
Incorporate into lectures
Establish importance to overall learning
experience—this is work,
not an outing
Debriefing session in person, if possible
Present group work
and individual
assignments
Adapting to the Ways Students Learn
Social
Hands-on
Tied to career goals/outcomes
Collaborative
Adding Immediacy, Collaboration for Hands-On Learning
Create a feeling of confidence in
working with hostsScaffolding
Can vary widely between
traditional-age, adult students
Exercise: Connecting to Professional Goals
Thinking back to the field trip discussed earlier, find 2-3 ways that the program can better connect with students’ professional goals.
Bringing It All Together
Supporting Hybrid Models Instructor training and time:
◦ Often requires less training than pure online; inside faculty comfort zone
◦ Easiest to adapt an online course to hybrid◦ Best work with instructional designer
Staffing: ◦ Ensure adequate time for instructional designers◦ Admissions should be trained to support◦ Advisors should be trained on unique needs of hybrid
Use Every Tool to Integrate Field Trips Field trips should be integral to the class, rather than an outing
Threaded discussions
Assignments
Wiki
Lecture
Exercise Looking at existing curriculum, address opportunities and impediments to creating hybrid, offsite-centered programs
Brainstorm ways to attract students using hybrid programs
Thank You! Blog: EdTrips.com [email protected] @Ed_Trips & @ChristinaInge