You are here:

Hybrid Delivery Classroom: A model designed to maximize the blending of technology and face to face instruction
PROCEEDINGS

, , University of Tennessee at Chattanooga, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Over the past three years, UTCs Learning and Leadership Doctoral Program has reviewed, revised, and refined delivery methodology to build and enhance learning communities through an effective and efficient mix of both face-to-face and technology assisted instruction. Built on established models for communities of practice and inquiry, a new model illustrating the best practice components of hybrid learning is explored. Particular attention is given to: self-directed learning as it relates to adult learners, communities of inquiry, the positive learning effects of deeper socialization of communities of learners, and best practices in the use of the learning management system to create a true virtual classroom. This paper shares information about successes and opportunities for improvement learned over the past six years in our multi-disciplinary doctoral program delivered through both face-to-face and distance models.

Citation

Rausch, D. & Crawford, E. (2013). Hybrid Delivery Classroom: A model designed to maximize the blending of technology and face to face instruction. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 972-977). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 27, 2020 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References