Hybrid Course Design: A Different Type of Polymer Blend

Pilcher, Spence C.

doi:10.1021/acs.jchemed.6b00809

Cited by 4 publications

(9 citation statements)

References 5 publications

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“…There is no single or optimal “recipe” for the correct blend of face-to-face and online elements. Pilcher (2017) offered this succinct but helpful list of eight characteristics of successfully blended courses. Blended courses (a) demand active learning, (b) support numerous pedagogical approaches, (c) create time, (d) encourage self-directed learning, (e) give every student a voice, (f) maximize the value of face-to-face time, (g) help students organize their knowledge, and (h) layer coursework.…”

Section: Blended Learning Overviewmentioning

confidence: 99%

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

et al. 2019

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Blended, or hybrid, courses have often been touted as the ideal way to facilitate learning as they allow learners to interact in both face-to-face and online settings, thereby experiencing the “best of both worlds.” In practice, that ideal learning setting is more difficult to achieve. While blended courses have the potential to integrate the most beneficial aspects of each modality, such course design requires diligence to successfully navigate a balance and ensure the optimal delivery mode is considered for each learning scenario. In this article, the authors share the most current research on blended learning for adults, including benefits and drawbacks, various blended models, the results of an empirical study comparing two blended designs, and conclude with a practitioner tool to guide decision-making and achieve the appropriate balance of online and face-to-face and ultimately realize the best of both worlds for adult learners.

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Section: Blended Learning Overviewmentioning

confidence: 99%

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

et al. 2019

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“…Finally, blended learning is more attuned to current and future generations of students, as it employs online educational technologies and might thereby enhance student motivation and participation . Indeed, multiple efforts have been or are underway in the chemistry community to implement blended and flipped learning approaches. − Based on the literature we conclude that blended learning may provide an appropriate basis for engaging students in active learning, supporting self-directed learning and developing the desired academic study skills and attitudes. , …”

Section: Introductionmentioning

confidence: 96%

“…An increasing body of evidence shows that blended learning can have beneficial effects for student learning, motivation, and learning outcomes. − Accordingly, blended learning is increasingly accepted as a sustainable model for academic education . However, in practice its implementation lags behind, as is often seen for new educational approaches .…”

Section: Introductionmentioning

confidence: 99%

Practical Guidelines to Redesign Introductory Chemistry Courses Using a Flexible and Adaptive Blended Format

et al. 2021

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Incorporation of increased flexibility and adaptivity in courses can support freshmen with taking responsibility for their learning process. This is especially beneficial in the case of chemistry courses given their typically abstract nature and associated need for engaging in practice and higher order thinking. Blended learning can be used to achieve course flexibility and adaptivity, and increased student engagement. Adopting blended learning requires teachers to reconsider and redesign their course setup. The willingness for this will largely be dictated by perceived practicality, however. To this end, our aim is to develop practical redesign guidelines for flexible blended learning. Such guidelines need to be instrumental, congruent, and of ‘low cost’ for a teacher. The resulting four guidelines were fine-tuned in two phases over 5 years using two introductory chemistry courses and incorporated various blended learning elements, such as slide-cast lectures, live lectures, formative in-cast multiple choice questions, tutorials, formative electronic tutorial questions, and student voting on the course schedule. The outcome of our multiyear endeavor was positive and sustainable by all metrics used, including online engagement by students, learning outcomes, and student evaluations. The teachers in phase II largely embraced the guidelines emerging from phase I, and in their course experienced them predominantly as practical while limitations were also identified. We hope that our guidelines and experiences can provide fellow teachers with a blueprint for practical incorporation of flexibility and adaptivity using blended learning in their chemistry courses.

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“…PCMs in most flipped chemistry courses entail students use some type of online component with dual aspects targeted to both auditory and visual information, with instructor-made videos (e.g., screencasts) being the most common. − ,− ,− ,− ,,,,,,− However, other online resources, such as Khan Academy videos or interactive online modules, have also been provided as PCMs. Further, some flipped classes include multiple formats of PCMs, such as videos, screencasts, interactive modules, animations, podcasts, etc. ,,,,,, …”

Section: Introductionmentioning

confidence: 99%

“…Instructors may provide incentives to encourage students to complete PCMs on time, for example, checking that students have taken required notes on the PCMs. ,, Many utilize quizzes administered either in-class ,,,,, or out-of-class as part of the required PCMs. ,,,,,,,,,,, The purpose and difficulty of quizzes vary across studies, with some descriptions emphasizing that quizzes are scored primarily for completion points and/or formative assessment ,,,,, or that students are given an opportunity to discuss answers before submitting . Regardless of the type and level of incentive, PCMs are provided to students to acquire initial content understanding, which can be built upon during F2F activities.…”

Section: Introductionmentioning

confidence: 99%

Multicourse Comparative Study of the Core Aspects for Flipped Learning: Investigating In-Class Structure and Student Use of Video Resources

et al. 2020

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Since 2013, the number of publications on flipped learning within chemistry have steadily increased. However, most of these studies focus on flipped course reforms within individual institutions, while the outcomes of any learning environment are dependent on how the environment is structured and the degree to which students interact with its elements. In this study, we apply a coordinated set of assessment practices to investigate similarities among flipped chemistry courses at five institutions in the United States. All courses in the study followed the two basic tenets of flipped learning: (1) foundational information was delivered through preclass materials (PCMs), and (2) the face-to-face (F2F) environment applied or extended the content through active learning. Each F2F environment was characterized using video recordings analyzed with the Classroom Observation Protocol in Undergraduate STEM (COPUS) tool. Each individual course showed consistent use of F2F time across each session recording; however, there were significant differences in the predominant student behaviors between courses. Student behavior in two of the courses (Courses Four and Five) was dominated by work in small-groups on problem-solving worksheets, in contrast to another course (Course One) where responding to whole-class questioning posed by the instructor dominated students’ behaviors. While behaviors in the two remaining courses (Courses Two and Three) included a mix of responding to clicker and whole-class questions, one of them (Course Three) also included large episodes of students simply listening during instructor presentation of material. A midsemester survey was administered in each course to characterize students’ interactions with, and perceptions of, the PCMs. Of particular note, student self-reports of the number of videos viewed and the timing of viewing trended with the amount of peer-to-peer interaction during F2F sessions. That is, students in courses with more consistent groupwork reported watching more of the video content and doing so before the F2F session. These results demonstrate that flipped classrooms can take many forms and suggest that F2F structure may create non-grade-based incentives for PCM utilization.

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Hybrid Course Design: A Different Type of Polymer Blend

Cited by 4 publications

References 5 publications

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

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

Practical Guidelines to Redesign Introductory Chemistry Courses Using a Flexible and Adaptive Blended Format

Multicourse Comparative Study of the Core Aspects for Flipped Learning: Investigating In-Class Structure and Student Use of Video Resources

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