synthetic summary

ANNOTATED BIBLIOGRAPHY 1

ANNOTATED BIBLIOGRAPHY 11

Hybrid classe

Annotated Bibliography

1-Barker, J. (2015). Benefits Of Hybrid Classes In Community Colleges. Contemporary Issues in Education Research (CIER), 8(3), 143. doi:10.19030/cier.v8i3.9343

Summary: This is a discussion of hybrid courses and the impact they have on education facilities, instructors and students. The course should be done by incorporating online learning with traditional classroom way of learning.

Method: The discussion involves learning the classroom traditional way and partly online way.

Evaluation: The students responded positively to the study. Hybrid course provided an alternative for the students in reducing commuting time and travel expenses

Use: This study will help me to know how students respond to hybrid system of learning.

2-Chen, W., & Looi, C. (2007). Incorporating online discussion in face to face classroom learning: A new blended learning approach. Australasian Journal of Educational Technology, 23(3). doi:10.14742/ajet.1255

Summary: This is a discussion of innovative blended learning strategies which used online discussions in off-classroom setting and in-class face-to-face setting. Online discussions were compared with in-class and off-class online discussions, as well as face-to-face oral discussions in class. The study was examining the advantage of these strategies

Method: The study used three methods of analysis: content analysis, classroom observations, in depth interviews.

Evaluation: The study found out that in-class, online strategies provided a wider spectrum for healthy discussions as well as promoted cognitive thinking skills.

Use: The study will help me in learning how best to incorporate different learning strategies in order to improve the cognitive thinking skills of students and the ability to process information.

3-Colwell, J. L. (2011). Experiences With A Hybrid Class: Tips And Pitfalls. College Teaching Methods & Styles Journal (CTMS), 2(2), 9. doi:10.19030/ctms.v2i2.5254

Summary: the study is a discussion on the experience of transforming a classroom-based course into a hybrid class, by use of web-support and a mix of traditional class time.

Method: The study took place for five years, with observation being made on the responde of students to the adoption of web-support on their learning

Evaluation: The students were more challenges through the mix of classroom time and web-support. The classes were made in a way that students became accustomed to them.

Use: This study gives me insights on how a traditional classroom learning model can be transformed either into partly online class or fully online learning course

4-Deprey, S. M. (2018). Outcomes of Flipped Classroom Instruction in an Entry-Level Physical Therapy Course. Journal of Physical Therapy Education, 32(3), 289-294. doi:10.1097/jte.0000000000000035

Summary: This journal discusses how “flipped classrooms” can provide students with a more interactive environment for learning. In these classrooms, students listen to already recorded course content before coming to class. The students are supposed to answer assignments in these classrooms based on the concepts learned from the prerecorded content.

Methodology: The study is retrospective because it involved three consecutive past years in describing three teaching methods. The traditional classroom consisted of 44 participants, the partially flipped had 49, and fully integrated had 50 participants

Evaluation: students in the fully flipped classroom had the greatest improvement while the partially flipped had lower significant scores in examinations.

Use: This journal will help me in understanding the importance of integrating technology in studying.

5-Doug, M., & Kathryn, D. (2012). Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models. Rehabilitation Research, Policy, and Education,26(4), 315-320. doi:10.1891/2168-6653.26.4.6

Summary: This study focuses on distance learning and how technology enables such programs through virtual or real classrooms.

Method: The study involved different focus groups with participants being students having multiple experiences in different hybrid classes. in-person instructions were integrated with one distance learning modality. The distance learning modalities included interactive web-conferencing, television or using online live-stream

Evaluation : The results indicated that different modalities can be incorporated in order to improve learning and increase effectiveness.

Use: This study helps in acknowledging the role played by incorporation of technology in learning especially be long-distance learners

6-Gordon, J. A., Barnes, C. M., & Martin, K. J. (2009). Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format. Journal of Criminal Justice Education, 20(3), 227-248. doi:10.1080/10511250903200493

Summary: The study focuses on understanding the variations in student engagement as well as the course outcomes based on the format of the course.

Method: A new course was introduced to students which involved hybrid approach with a higher enrolment by students than in the traditional classroom modality of learning.

Evaluation: The study concluded that students who enrolled in the hybrid systems were better in research than the ones in the traditional system because of the aspect of technology.

Use: The study helps me to understand the appropriate learning modalities especially in improving processing of information during reseaerch.

7-Hakala, I., & Myllymaki, M. (2016). From face-to-face to blended learning using ICT. 2016 IEEE Global Engineering Education Conference (EDUCON). doi:10.1109/educon.2016.7474586

Summary: This study is an examination of two different models of study consisting of face-to-face learning supported with Learning Management system, and fully online teaching model.

Method: The study consisted of 450 participants, 225 from the face-to-face learning and 225 from purely online students.

Evaluation: The results show that the purely online students showed great improvements as compared to those under face-to-face learning model.

Use: This study is useful in determining the best model to use in teaching students for improved results.

8-He, W., Gajski, D., Farkas, G., & Warschauer, M. (2015). Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds? Computers & Education, 81, 59-68. doi:10.1016/j.compedu.2014.09.005

Summary: The study aimed at exploring a modified version of instruction known as flexible hybrid format in an electrical engineering course.

Method: The study used longitudinal data in investigating the impact of class attendance out-of-class study time, as well as motivation of students in examination performance. Fixed effect models and generalized least squares were used for analysis.

Evaluation: Online teaching was shown to be more effective in teaching simpler concepts. Time management was cited to be an issue in flexible hybrid environment. Motivation was noted as core issue in improving performance of students.

Use: The study helps me to understand how students utilize their time in class, and the effect of motivation in class performance. It will also help me in understanding the effect of hybrid modality in improving student performance.

9-Holmes, C. M., & Reid, C. (2017). A Comparison Study of On-campus and Online Learning Outcomes for a Research Methods Course. The Journal of Counselor Preparation and Supervision. doi:10.7729/92.1182

Summary: this study examines the outcomes of online learning and on-campus learning of the same course through the same instructor.

Method: The study had 40 masters student in a counseling class: 20 from online learning and 20 from on-campus learning.

Evaluation: the two groups showed similarities in score in that there was no significant difference between the two groups on pretest and posttest performance.

Use: The study will help me in understanding how online and on-campus learning can be conducted in a way that both groups benefit equally.

10-Marjorie K. B (2001). Why Teach Hybrid History? History Review, Vol. 17(1), pp 31-38.

Summary: This article focuses on investigating the best methods of incorporating the use of hybrid modality of learning by looking at how hybrid system has evolved. It is concerned with the basic principles and guidelines that can be used by tutors in order to achieve effectiveness.

Method: The study involves analyzing different method of instructing students in order to come up with the best and appropriate way of teaching students

Evaluation: Going back to how hybrid systems have developed over time, the outcomes shows continuous progressive and advancement in the way different principles have been used for efficiency in teaching. Research is still ongoing on how to enhance the incorporation of hybrid systems in traditional modalities

Use: This study is useful in guiding tutors on which methods have worked well and is effective when instructing students.

11-Riyami, B., Poirier, F., & Mansouri, K. (2017). Towards a hybrid learning model for the higher education system in Morocco. 2017 Intelligent Systems and Computer Vision (ISCV). doi:10.1109/isacv.2017.8054973

Summary: The study was carried out to establish the effect of introduction of hybrid system to learners through a well thought-out process.

Method: The models introduced were to be taught in-person, another by free Massive Open Online Course, and another one through e-learning system.

Evaluation: The effect of introducing partly online and fully inline hybrid system resulted in improved performance and motivation from students. Students were able to appreciate the role played by internet in deepening their studies.

Use: The study is a good reflection on how institutions should venture in adopting the different modalities doe the benefit of students

12-Vess, D. L. (2005). Asynchronous Discussion and Communication Patterns in Online and Hybrid History Courses. Communication Education, 54(4), 355-364. doi:10.1080/03634520500442210

Summary: This study aimed at investigating whether asynchronous discussions in hybrid classes would enhance analytical ability as well as self-reliance.

Method: The study involved fully online modality of learning where students debated over current issues.

Evaluation: Students in face-to-face web-enhanced discussions exhibited less cognitive indicators, while the fully online students had higher enhanced discussions.

Use: This study helps in understanding the approach used by students in utilizing online platforms to enhance their skills and cognitive ability during discussions.

13-Wei, Y., Shi, Y., Yang, H. H., & Liu, J. (2017). Blended Learning versus Traditional Learning: A Study on Students’ Learning Achievements and Academic Press. 2017 International Symposium on Educational Technology (ISET). doi:10.1109/iset.2017.57

Summary: The study investigated effectiveness of traditional learning and blended learning towards learning achievements by students as well as academic press.

Method: It involved three months quasi-experiments of 104 sophomores in the university of Central china.

Evaluation: pre and post tests and surveys reported that blended students had higher achievements in exams than in the traditional way.

Use: The study is useful to me in that it reflects the difference that are brought about by incorporating the use of internet in learning processes

14-Willson, R. W. (2008). In-Class—Online Hybrid Methods of Teaching Planning Theory. Journal of Planning Education and Research, 28(2), 237-246. doi:10.1177/0739456x08324286

Summary: The study is an evaluation of planning theory for graduates’ courses which are taught through traditional formats and online formats, as well as observing students performance and reflection by instructors

Method: The study involved different students under the traditional modality of learning and hybrid system of learning. The study also analyzed class performance and instructor’s reflection

Evaluation: The performance of students in both modalities had low significant difference. Students were pleased with online learning but the evaluations in class gave low figures. Instructors found online teaching to be more time consuming.

Use: The study gives insights to instructors on the best way of conducting online teaching to benefit students and foster improvements.

15-Yudko, E., Hirokawa, R., & Chi, R. (2008). Attitudes, beliefs, and attendance in a hybrid course. Computers & Education, 50(4), 1217-1227. doi:10.1016/j.compedu.2006.11.005

Summary: This study aims at understanding the attitudes, belief and the attendance by students in hybrid modalities of learning. This understanding helps tutors to know the behavior of students and how best they can teach them.

Method: Students were interviewed on their perception about online learning as well as given different tasks to be performed online.

Evaluation: Many of the students said that the internet was a good resource for different learning materials to help them in the course work. The use of internet for research and study differed based on age of the student.

Use: This study will help me in understanding how students approach the internet in improving the knowledge and research. This is gives insights on how to better teach students taking online courses.