write literature review

1-Experiences with a Hybrid Class: Tips And Pitfalls

College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12

Notes

This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.

2-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.

Author

Gordon, Jill A.

Barnes, Christina M.

Martin, Kasey J.

Publisher

Taylor & Francis Ltd

Is Part Of

Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249

Notes

The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.

3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.

Author

Main, Doug

Dziekan, Kathryn

Publisher

Springer Publishing Company, Inc.

Is Part Of

Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321

Notes

Current distance learning technological advances allow real and virtual classrooms to unite. In this program evaluation study, focus group, participatory action, and qualitative research strategies (Yin, 1994) were used to explore the quality and benefits of infusing elements of three distance learning modalities into the traditional rehabilitation counseling classroom. Participants were students with multiple experiences in hybrid classes in which in-person instruction was integrated with at least one distance learning modality. The distance learning alternatives involved were interactive television, web-conferencing using a live stream from interactive television, the learning management system (e.g., Blackboard) and/or the collaboration platform or enhancement to learning management system (e.g., Elluminate). Student feedback was generated on the quality and effectiveness of hybrid models, as well as on the benefits and advantages of these models for rehabilitation education in the rural area served. Results indicate that the modalities can be integrated while maintaining discernible quality and learning effectiveness. Most notably, hybrid models may have distinct advantages over the traditional classroom in isolated rural regions and students who for a variety of reasons find it difficult to meet in traditional classrooms. Students with specialized interests can be linked to each other and to needed resources.

4-

Benefits of Hybrid Classes in Community Colleges

Author

Barker, Joel

Is Part Of

Contemporary Issues in Education Research, 2015, Vol.8(3), p.143-146

Notes

This article discusses hybrid courses and their impact on educational facilities, their students, and instructors. Instructors now have over ten years of data related to hybrid courses and by trial and error have devised different strategies to plan and execute lesson plans via partly online forums. Programs are in place that give students the opportunity to excel; these types of courses promote a unique balance of guidance by the instructor and acceptance of responsibility by the students. Students have responded in a positive manner in pursuing these types of courses.

هذا المقال احسه مهم جدا ومفيد جدا !!!

5-Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds?

Author

He, Wenliang

Gajski, Daniel

Farkas, George

Warschauer, Mark

Is Part Of

Computers & Education, February 2015, Vol.81, pp.59-68

Notes

This study explored a modified version of hybrid instruction, referred to as the flexible hybrid format, in a lower division electrical engineering course offered at a large public university. The objective of the study is to use longitudinal data to investigate the impact of class attendance, out-of-class study time, and motivation on student exam performance. Generalized least squares and fixed effects models were used in the analyses. It was found that class attendance was indispensable; it was associated with exam performance even when all essential course material was made available online and students generally rated the online instruction component to be of higher quality. The benefit of class attendance was then explained by the ICAP hypothesis and spaced learning practice and it was suggested that online education might be more effective in teaching relatively simpler contents. Out-of-class effort significantly predicated performance in previous weeks, but not in the final period. The harmful effect of cramming was cited to explain this phenomenon. Hence, by implication, time management might be an issue in a flexible hybrid environment. Finally, motivation was found to be a robust predicator of performance and its effect was the strongest when the course was at its most challenging stage. Besides, the relationship between motivation and exam performance was likely to be bidirectional, as higher motivation resulted in better performance, which in turn further boosted motivation. Based on current findings, directions for future research were also suggested to verify our claims and improve our implementation. •The study explores a hybrid format designed for more customized learning.•Class attendance only predictes performance when course material is difficult.•Time management is a serious issue when students are given too much liberty.•Motivation predicates exam performance, especially when the content is challenging.•The success of this hybrid format depends on student skills and course difficulty.

6-Attitudes, beliefs, and attendance in a hybrid course

Author

Yudko, Errol

Hirokawa, Randy

Chi, Robert

Is Part Of

Computers & Education, 2008, Vol.50(4), pp.1217-1227

Notes

Since online learning technology, such as streaming video, was introduced to the college distance-learning environment, there has been a need to study the attitudes of college students toward the use of this modality in hybrid courses. Understanding students’ attitudes toward using online materials and the impact on class attendance is not only essential to ascertain how effectively the online content is delivered, it also helps teaching faculty prepare online courses and education programs. This paper studies the attitudes of college students’ about online materials in a hybrid upper division communications class. Student attitudes towards combining distance-learning techniques with traditional lecture tended to be positive. Students held the belief that hybrid courses have a negative impact on attendance, but they did not self-report an actual impact. Students do believe that they benefit from this technology, but the belief is strongest in those who are most computer/Internet literate. How these attitudes/beliefs impact the student in the context of a rural culture will be discussed.

7-In-Class—Online Hybrid Methods of Teaching Planning Theory: Assessing Impacts on Discussion and Learning

Author

Willson, Richard W

Is Part Of

Journal of Planning Education and Research, December 2008, Vol.28(2), pp.237-246

Notes

Planning education can benefit from hybrid teaching methods that use online activities to replace a portion of in-class activity. Research on hybrid courses is lacking, especially for discussion-oriented planning classes. This research evaluates a graduate planning theory course delivered in both hybrid and traditional formats, analyzing student performance, class evaluations and supplemental surveys, and instructor reflection. The findings are as follows: (1) performance of students in the hybrid class was no worse than the traditional class, (2) students were satisfied with online activities but class evaluations were somewhat lower, and (3) the instructor found student learning benefits, but hybrid teaching was more time consuming. The results suggest that planning educators should test and evaluate hybrid teaching for a wide range of planning courses.

8-Towards a hybrid learning model for the higher education system in Morocco

Author

Riyami, Bouchaib

Poirier, Franck

Mansouri, Khalifa

Is Part Of

2017 Intelligent Systems and Computer Vision, April 2017, pp.1-6

Notes

The Moroccan Higher Education System has been based until now on actual physical students' attendance to courses and lectures as one of its compulsory features. In this way, students, who, for some reason or another, cannot attend, find themselves at a loss and with no available follow-up means to access, the course or lecture contents delivered in class. At present, given the availability of distance learning platforms such as MOOC (Massive Open Online Courses) and the appearance of platforms of pedagogical content management. Such as Moodle (Modular Object-Oriented Dynamic Learning Environment), a number of online courses are available and freely accessible. Our contribution attempts to present a model of a hybrid education system (face-to-face / distance learning) for the benefit of university learners through a theoretical framework that is mainly inspired from the theory of activity and is interested in a number of resources that are well adapted to innovative pedagogical dimensions. In this approach, part of the modules are taught in-person, another is taught at a distance through proprietary or free MOOC and a third is taught remotely through an e-learning system specific to the institution. The methodology requires effective supervision and ongoing commitment of teachers and learners.

9-Why Teach Hybrid History?

Author

Berman, Marjorie K.

Is Part Of

History Computer Review, 2001, Vol.17(1), p.31-38

Notes

Focuses on the use of hybrid instruction by using the best aspects of traditional teaching incorporated with online instruction. Discusses the basic guidelines for teaching hybrid courses, what works and does not work in a hybrid class, and the improvements for future hybrid classes. (CMK)

10-Asynchronous Discussion and Communication Patterns in Online and Hybrid History Courses.

Author

Vess, Deborah

Publisher

Taylor & Francis Ltd

Is Part Of

Communication Education, 2005, Vol.54 (4), p.355-365

Notes

Asynchronous online discussion has been shown to enhance communication between students and to elicit many cognitive indicators. Nevertheless, historians have often been reluctant to make use of such instructional technology. Students enrolled in a fully online world civilization course corroborated qualitative research findings regarding the cognitive indicators associated with asynchronous discussion. In contrast, students in face-to-face web-enhanced hybrid world civilization classes exhibited less dramatic cognitive indicators in asynchronous discussion, perhaps due to the greater maturity in terms of age and experience of the fully online students. Students in the hybrid class, however, did indicate that participation in online discussions enhanced their engagement in face-to-face in-class discussions. However, asynchronous discussions did not prompt the face-to-face students to achieve authentic dialog between students in the classroom, and neither group managed to transcend problems of inequitable participation in small groups. There remains a need for further research on how to transplant documented advantages of asynchronous discussion into the hybrid classroom.