How Do We Foster the Quality Of Hybrid Courses in Teacher Education?
PROCEEDINGS
Danilo M Baylen, University of West Georgia, United States ; Rowena Santiago, California State University, San Bernardino, United States ; Minoru Nakayama, CRADLE, Tokyo Institute of Technology, Japan
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper describes and discusses an undergraduate teacher education course that was converted into a hybrid format. When taught for the first time, data was collected on instructional (online activities) and non-instructional (contextual issues, learner characteristics) factors, as well as data on student perceptions of their online experiences. When this data was analyzed, the study identified trends and design elements that could be applied to help improve the quality of the hybrid course when redesigned and taught again. The paper recommends ways of fostering quality in the design of hybrid courses and for supporting instructors who are new to online course design in teacher education programs.
Citation
Baylen, D.M., Santiago, R. & Nakayama, M. (2009). How Do We Foster the Quality Of Hybrid Courses in Teacher Education?. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1732-1737). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2022 from https://www.learntechlib.org/primary/p/30866/.
Keywords
References
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