Search Results for: hybrid

    10.4 Choosing between face-to-face and online teaching on campus

    Analysing student demographics may help to decide whether or not a course or program should be either campus-based or fully online, but we need to consider more than just student demographics to make the decision about what to do online and what to do on campus for the majority of campus-based courses and programs that will increasingly have an Read more »

    10.5 The future of the campus

    As more and more teaching is moved online, even for campus-based students, it will become increasingly important to think about the function of face-to-face teaching and the use of space on campus. 10.5.1 Identifying the unique characteristics of face-to-face teaching in a digital world Sanjay Sarma, Director of MIT’s Office of Digital Learning, made an attempt Read more »

    10.3 Which mode? Student needs

    When making choices about mode of delivery, teachers and instructors need to ask the following four questions: who are  – or could be – my students? what is my preferred teaching approach? what are the content and skills that I need to teach? what resources will I have to support my decision? As always, start with Read more »

    10.2 Comparing modes of delivery

    Many surveys have found that a majority of faculty still believe that online learning or distance education is inevitably inferior in quality to classroom teaching (see for instance Jaschik and Letterman, 2014). In fact, there is no scientifically-based evidence to support this opinion. The evidence points in general to no significant differences, and if anything research suggests Read more »

    10.1 The continuum of technology-based learning

    In Chapters 7, 8 and 9, the use of media incorporated into a particular course or program was explored. In this chapter, the focus is on deciding whether a whole course or program should be offered partly or wholly online. In Chapter 11 the focus is on deciding when and how to adopt an approach that incorporates ‘open-ness’ Read more »

    Chapter 10: Modes of delivery

    The purpose of the chapter When you have completed this chapter you should be able to: determine the most appropriate mode of delivery for any course or program you wish to offer; determine what factors should influence this decision; better identify the role of classroom teaching when students can now increasingly study most things online. What is covered Read more »

    4.3 The ADDIE model

        There have been many books written about the ADDIE model (see for instance, Morrison, 2010; Dick and Carey, 2004). I give here just a very brief introduction. 4.3.1 What is ADDIE? ADDIE stands for: Analyse identify all the variables that need to be considered when designing the course, such as learner characteristics, learners’ Read more »

    6.3 Learner characteristics

      Probably nothing more reflects teaching in a digital age than the change in learner characteristics from the industrial age. 6.3.1 Increased diversity I noted in Chapter 1 (Section 6) that in developed countries such as Canada: public post-secondary institutions are expected to represent the same kind of socio-economic and cultural diversity as in society at large, rather than Read more »

    1.7 From the periphery to the center: how technology is changing the way we teach

        We shall see in Chapter 7, Section 2 that technology has played an important role in teaching from time immemorial, but until recently, it has remained more on the periphery of education. Technology has been used mainly to support regular classroom teaching, or operated in the form of distance education, for a minority of Read more »