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Case Study
Hybrid Learning: Maximizing Student Engagement
5/23/2007
Each of these aspects of the dynamic process cannot exist without the other; however, together, they maximize the students' potential for reaching a high level of learner autonomy through self-directed choices, and customized application or outcome. In hybrid, all of the dynamic interaction does not have to happen online but can also integrate classroom time as an opportunity for another form of interaction, thus making the learning even more interesting for the student.
In hybrid courses, face to face class meetings should be a method of scaffolding learning rather than the central instructional arena as in conventional courses. That is, if students are provided with online material, online learning resources, and time to reflect, interact, and produce learning objects or evidences of learning, then class time should not resort to passive learning, such as lecture. Class time should be an important piece of the learning process for students and should provide dialog, group work, or lab work or demonstrations of practice. This means the learning will continue to be active and students will be able to use the class time effectively as part of the overall experience.
Framework for Dynamic Hybrid
The framework I have developed is based on several key characteristics that emerge from the theory of distance learning (Moore & Kearsley, 1996), as well as my own modifications based on student feedback and expectations as I have taught hybrid courses.
Varied inputs for content construction. To maximize a dynamic framework for learning using Internet tools, content should not be presented only one way. That is, the use of Internet tools allows for content to not only be delivered, but to be engaged with by learners through discussion, dialog, and personal research. Content can be provided through hyperlinks to text, multimedia resources, online discussions, chats, personal blogs, wikis, etc. Throughout the process of exchange, content is worked on and applied by the learner. The more varied the inputs, the more likely that students will engage with content more effectively.
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