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Case Study
Hybrid Learning: Maximizing Student Engagement
5/23/2007
- Relevant learning scaffolds (including instructor intervention, collaborative knowledge building, and meaningful, self-directed research). Research into online or distance learning shows consistently that students look for teacher intervention more directly in an online environment than in a face to face environment (Moore, 1993; Reynard, 2003). That is, when learning is self-directed, students know exactly when they need the instructor and why. Additionally students will look for relevant learning supports as part of their learning process. Hyperlink technology can of course provide much in way of online support and resource; however, teacher intervention should always be in a timely manner and directly addressing the questions or queries of the students. Additionally, projects or assignments that promote students working together on the construction of new ideas for knowledge building create immediacy to the learning and a continual connection with their peers throughout the process.
- Heightened interaction (with self, with instructor, with other students, and with content). As already discussed, an effective and dynamic learning environment should provide heightened interaction for the learner. The synchronicity of an online environment allows for flexibility for the learner but also an open connection to the learning at all times. Synchronous connections provide an immediate connection that promotes a sense of community for the learners. Throughout my eight years of teaching hybrid, I found the synchronous chat session one of the most dynamic interactions with students. The chat session would run for one hour and 30 minutes with a specific discussion topic and using a chat technology that provided electronic whiteboard capabilities, as well as text. I would lead the sessions or have a student group leader conduct the sessions. The class was divided into smaller groups and would be asked to read certain texts or research certain topics before the discussion. While anxiety was usually present with students prior to the chat, once these were experienced, students found them to be really helpful. I found, as an instructor, that these sessions helped me "hear" each student; sometimes students can remain quiet in a class setting yet will become quite verbal online. I also found that the discussion was extremely directed, and in the online chat we covered more topic areas than in a typical class discussion that would have more people and more distractions. In fact, it was quite usual following a chat session for students to feel "exhausted" because they had focused intensely for that period of time.
- Transformative learning outcomes (applied directly to relevant practice). Each course I designed included weblogs (blogs) as self-reflection spaces for each student, online discussion, knowledge building space using Learning in Motion's WebKF software to support group project work, synchronous chat discussions based on course readings, and in class sessions.
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