A Best Practice Modular Design of a Hybrid Course Delivery Structure for an Executive Education Program

Abstract

This article highlights a best practice approach that showcases the highly successful deployment of a hybrid course delivery structure for an Operations core course in an Executive MBA Program. A key design element of the approach was the modular design of both the course itself and the learning materials. While other hybrid deployments may stress the importance of modular design, our deployment demonstrates how content can be easily mixed and matched into shorter courses on select topics. In particular, through the migration of select content online and the use of face-to-face class time for discussion and active-learning experiences, we were able to dramatically reduce face-to-face student seat time, positively increase the student experience, and facilitate dramatic improvement in student academic achievement.

Threat or opportunity? A case study of digital-enabled redesign of entrepreneurship education in the COVID-19 emergency

“…2013 ; Miles and Mangold, 2002 ; Greenlee and Karanxha, 2010 ). Moreover, digital technologies increase engagement and allow managing and implementing effectively synchronous discussion in online education ( Klotz and Wright, 2017 ; Wolverton, 2018 ). The success of online collaborative learning depends on team dynamics, team acquaintance and instructor support ( Ku et al., 2013 ).…”

Using Deliberate Practice to Transform Learning Culture: Helping Students Put Real Skills in their OSCM Toolbox

“…Mix of lectures, demonstration activities, and rote learning led by the teacher (Koltz & Wright, 2017).…”

“…• Active learning (Hill & Baker, 2016; Koltz & Wright, 2017): Students assume an active role in the learning process. Students are active when they are doing something other than passively listening, for example, involvement in a role‐play or simulation.…”

Blended Learning: Balancing the Best of Both Worlds for Adult Learners

“…Generally speaking, BL has been viewed as an alternative to exclusively online or face-to-face learning, and often results in positive learner impacts (Deschacht & Goeman, 2015; Nollenberger, 2017). A well-designed BL course allows students to experience the benefits of both face-to-face and online instruction and uses each modality for its strengths (Baragash & Al-Samarraie, 2018; Hall & Villareal, 2015; Klotz & Wright, 2017). For the online portion, benefits may include introducing and reinforcing content, providing resources and information, providing flexibility and convenience, allowing time for reflection and preparation for face-to-face classes, feedback through online assessments and peer reviews, and deepened content understanding through projects and discussions.…”

“…One of the key considerations for a successful BL course is ensuring learning is interactive (Bower et al, 2015; Hinshaw & Gumus, 2013; Klotz & Wright, 2017; Lai et al, 2016). Hall and Villareal (2015) specified that interactive classes include multiple ways of learning, discussions, and collaboration, both in the face-to-face and online components.…”