Hybrid Course Design: Promoting Student Engagement and Success

Shea, Jennifer; Joaquin, M. Ernita; Gorzycki, Meg

doi:10.1080/15236803.2015.12002219

Cited by 30 publications

(26 citation statements)

References 8 publications

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“…31 Past research has shown that hybrid online courses, when effectively designed, can positively impact the learner's engagement and learning. 32 These blended approaches could also incorporate professional learning communities wherein child care providers can learn from their peers and have increased opportunities for networking. Professional learning communities occur when peers meet for some time and collectively share their motivations, barriers, or strategies typically with a skilled facilitator guiding the group's discussion and reflections.…”

Section: Implications For Research and Practicementioning

confidence: 99%

Contextual Factors Influence Professional Development Attendance Among Child Care Providers in Nebraska

Dev

Garcia

Tovar

et al. 2020

Journal of Nutrition Education and Behavior

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Objective: To examine contextual factors that may influence child care providers' motivators for attending nutrition-related training and their preferences and barriers to attending professional development training. Design: Cross-sectional survey completed between January and April 2017. Setting: Licensed child care programs (n = 1,490) across urban and rural Nebraska. Participants: Child care center directors (n = 336) and family child care home providers (n = 1,154). Main Outcome Measures: Motivators, preferences, and barriers of child care providers for attending professional development. Analysis: Descriptive statistics and multiple logistic regression analyses were conducted. Results: Top motivators for attending nutrition-related training included meeting licensure requirements and improving job performance. Child care providers most commonly selected preferences for receiving training included in-person and online delivery. Top barriers to obtaining training were schedule conflicts, accessibility, and cost. Child care centers and participants in the Child and Adult Care Food Program (CACFP) and Nutrition and Physical Activity Self-Assessment in Child Care (Go NAP SACC) were more likely to be motivated by licensure requirements. Rural providers were also more likely to report barriers such as inability to travel and limited access to training. Results revealed that child care type, geographic location, CACFP and Go NAP SACC participation can influence child care providers' motivators, preferences, and barriers to attending training. Conclusions and Implications: Results highlight the importance of offering professional development training that best fits child care providers' needs and preferences.

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Section: Implications For Research and Practicementioning

confidence: 99%

Contextual Factors Influence Professional Development Attendance Among Child Care Providers in Nebraska

Dev

Garcia

Tovar

et al. 2020

Journal of Nutrition Education and Behavior

View full text Add to dashboard Cite

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“…Looking specifically at educational leadership programs, Winn, Leach, Erwin, and Benedict (), surveyed students across three universities in the same region and found that graduate students, due to personal and professional obligations, overwhelmingly chose their program based on the presence of hybrid learning. Shea, Joaquin, and Gorzycki () argued that it is becoming increasingly difficult to ignore the movement toward such options given the desirability of these formats and the competitive pressure to enroll students, particularly in programs that enroll students who are working full‐time. Thus, debates have moved on from whether these options should exist, and toward how to ensure these programs are of high quality.…”

Section: Background Literaturementioning

confidence: 99%

Hybrid Educational Leadership Preparation: Enhancing Flexibility and Engagement with Technology

Torres¹,

Gilzene²

2019

J of Leadership Studies

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The current article describes the potential advantages and challenges to a novel hybrid approach, which combines a fully online section with an in‐person class. First, the format afforded greater flexibility for students who are teaching or leading on a full‐time basis, some of whom need to drive long distances if they wish to attend our leadership program. Second, the format has the potential to create meaningful interaction between students in different teaching and learning contexts (e.g., suburban/urban/rural) and thus exposure to different contexts, experiences, and points of view. Third, instructors can experiment with new technological strategies to have in‐person students interact with online students around the same content in classroom activities. We conclude by pointing out that pilot approaches such as these must iteratively seek and respond to student feedback to optimize the chances of being successful.

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“…There is a growing body of knowledge that focuses on how to effectively transition a course from a traditional in-class delivery format to hybrid delivery (Shea, Joaquin & Gorzycki, 2015). Within this literature, it is acknowledged that the effectiveness of transitioning a course depends on many factors, including the subject matter content, the customer/student profile, the structure of the overall program, and the quality of the online content (Kauffman, 2015;Sorgenfrei & Smolnik, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Particularly noteworthy is that this approach (cf., Shea & Gorzycki, 2015), which reduces face-to-face seat time and allows for easy customization, resulted in significant improvement in such valued learning outcomes as final exam grade and student satisfaction. Particularly noteworthy is that this approach (cf., Shea & Gorzycki, 2015), which reduces face-to-face seat time and allows for easy customization, resulted in significant improvement in such valued learning outcomes as final exam grade and student satisfaction.…”

Section: Introductionmentioning

confidence: 99%

“…Throughout this article, we focus on how a required core Operations course in Fordham University's EMBA Program was successfully transformed from a classroom-intensive into a hybrid delivery with a modular structure. Particularly noteworthy is that this approach (cf., Shea & Gorzycki, 2015), which reduces face-to-face seat time and allows for easy customization, resulted in significant improvement in such valued learning outcomes as final exam grade and student satisfaction.…”

Section: Introductionmentioning

confidence: 99%

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

Klotz

Wright

2017

Decision Sci J Innov Edu

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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.

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Hybrid Course Design: Promoting Student Engagement and Success

Cited by 30 publications

References 8 publications

Contextual Factors Influence Professional Development Attendance Among Child Care Providers in Nebraska

Contextual Factors Influence Professional Development Attendance Among Child Care Providers in Nebraska

Hybrid Educational Leadership Preparation: Enhancing Flexibility and Engagement with Technology

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

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