Assessing a Hybrid Format

Katz, Susan M.

doi:10.1177/1050651907307710

Cited by 8 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A key element of reflective practice, of course, is assessment, and teachers have originated an assortment of frameworks for evaluating the integration of technology in technical communication instruction (cf. Jablonski & Nagelhout, 2010; Katz, 2008; Morain & Swarts, 2012). In one assessment effort, Manion and Selfe (2012) discovered a mismatch between their current grading routines and the affordances of wikis.…”

Section: Technology Integration and Use In The Classroommentioning

confidence: 99%

iPads in the Technical Communication Classroom

Faris

Selber

2013

Journal of Business and Technical Communication

View full text Add to dashboard Cite

Integrating and using technology in the technical communication classroom is an ongoing interest and challenge for the field. Previous work tends to focus on best practices and other types of generalized advice, all of which are invaluable to teachers. But this article encourages teachers to also pay attention to sociotechnical forces and dynamics in local settings. It explains how a cartography of affect can be useful in demonstrating how technologies become imbued with meaning and significance in particular pedagog-ical contexts. The authors illustrate the value of this mapping practice through a case study of iPad integration and use in a technical communication service course and its teacher-training course. They also provide examples of heuristic questions that can guide critical cartography projects in local settings.

show abstract

Section: Technology Integration and Use In The Classroommentioning

confidence: 99%

iPads in the Technical Communication Classroom

Faris

Selber

2013

Journal of Business and Technical Communication

View full text Add to dashboard Cite

show abstract

“…Appropriately enough, much of the academic discussion regarding online education in criminal justice has focused on assessment and pedagogy (e.g., Johnson 2005;Katz 2008;Thomas 2000), curricular development (e.g., Snell and Penn 2005), and student satisfaction with distance learning (e.g., Maki, Maki, Patterson, and Whittaker 2000;Mayzer and DeJong 2003). There is limited literature available that provides an in-depth discussion on the impact of program development on faculty members.…”

Section: The Impact Of Online Teaching and Learning On Faculty Membersmentioning

confidence: 99%

Considerations for Faculty Preparing to Develop and Teach Online Criminal Justice Courses at Traditional Institutions of Higher Learning

Hummer¹,

Sims²,

Wooditch³

et al. 2010

Journal of Criminal Justice Education

View full text Add to dashboard Cite

“…The student survey results also showed high satisfaction and a high probability of enrolling in another hybrid course in the future. Katz (2012) is another researcher who used an indirect student survey measure along with a direct measure, which involved blind reviews of student work in assessing a hybrid business communication course. The survey results showed that students felt the course was effective in teaching important concepts.…”

mentioning

confidence: 99%

Untethering Education: Creating a Pilot Hybrid Class to Enhance Learning in Intercultural Communication

Lawton

Foeman

Thompsen

2014

E-Learning and Digital Media

View full text Add to dashboard Cite

Improvements in educational technology in the past couple of decades have led institutions of higher learning to encourage and implement various types of distance education courses. This article reports on the conversion process of a face-to-face Intercultural Communication class at a mid-Atlantic university in the USA. First, the impetus for its creation is described, followed by the process of creating this course. Then a description of the course is presented, followed by the assessment design and results comparing the hybrid course to its face-to-face version offered in the past in terms of cognitive, behavioural, and attitudinal measures. The assessment results show that students enrolled in the hybrid course performed as well or better on knowledge questions. Students in the hybrid course outperformed face-to-face students in terms of attendance, but performed similarly for other behavioral measures. Overall, students in the hybrid course had positive attitudes toward the course.Improvements in educational technology in the past couple of decades have led institutions of higher learning to encourage and implement various types of distance education courses. This provides the ability to educate hard-to-reach populations, allows students the convenience of more flexible classes, and enables institutions to increase their revenue stream. Common variants of these courses include full online courses and hybrid/blended courses, which combine both face-toface and online components. In one of the most comprehensive studies on online learning, the United States Department of Education, in 2010, did a meta-analysis of higher education courses and concluded that, on average, students in online learning conditions performed slightly better than those who were in face-to-face classes. The difference between student outcomes was larger in blended courses compared to those taught entirely face-to-face. The analysts noted, however, that the positive effects associated with blended learning should not be attributed to the media per se, but should consider issues such as the curriculum materials and the amount of learning time spent on tasks (United States Department of Education, 2010). For example, simply providing materials through the technology does not achieve the same learning outcomes as a carefully designed strategy of allowing users control of their interactions with the material and then providing regular opportunities for self-checks.Bernard et al (2004) did a meta-analysis of comparative distance education literature between 1985 and 2002. They found that, overall, there was no conclusive evidence that distance education courses performed better or worse than face-to-face courses. They did find that asynchronous distance education classes had more favorable results than synchronous courses when compared to face-to-face classes.Other researchers have reported successes in their distance education courses. Measures have included direct measures, such as student grades, examination performance, retention ...

show abstract

Assessing a Hybrid Format

Cited by 8 publications

References 9 publications

iPads in the Technical Communication Classroom

iPads in the Technical Communication Classroom

Considerations for Faculty Preparing to Develop and Teach Online Criminal Justice Courses at Traditional Institutions of Higher Learning

Untethering Education: Creating a Pilot Hybrid Class to Enhance Learning in Intercultural Communication

Contact Info

Product

Resources

About