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Evaluations
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May 30 2008, 1:20 PM EDT by
Anonymous |
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Thread started: May 29 2008, 7:01 AM EDT
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What is the best way to handle traditional quizzes and exams if not giving them in a face-to-face environment?
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RE: Evaluations
By: Anonymous,
May 30 2008, 1:20 PM EDT
I create a randomly generated test (so no two students get the same test) taking questions that I like from the course text and using Blackboard's timed feature. I have changed my in class tests to the same thing. I figure if it's open book for online it should be open book for all but, you better be prepared to locate the answers quickly. I have found my tests scores have remanined at the same average. I also send the questions to them one at a time so, that the test cannot be printed out. I don't let them see which questions they have gotten wrong until after the tests due date. The Respondus feature is a feature that locks down their browser so, that they cannot print or minimize the test to search for answers. I have not used it yet but, plan to try this summer.
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Anonymous |
Scenarios best for face-to-face and for online
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May 30 2008, 11:09 AM EDT by
iemch |
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Thread started: May 28 2008, 3:09 PM EDT
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can you provide any examples/scenarios when it's best for online but not for face-to-face, and vice versa?
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RE: Scenarios best for face-to-face and for online
By: iemch,
May 30 2008, 11:09 AM EDT
As I stated in my response to one of the other questions, I really believe that it is the mixture of the two environments that makes this type of learning effective and not necessarily what activities you do in each environment. I'd start with picking what you like to do in the classroom and /or what you like to do online. Then, divide up the rest, but make sure that you make connections between the activities that are being done online and the activities thatare being done in the classroom. Once you've taught it that way, you can tweak and change what doesn't seem to be working for you.
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Transferability
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May 30 2008, 11:04 AM EDT by
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Thread started: May 28 2008, 3:21 PM EDT
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Do you think that hybrid courses have a greater potential for being accepted for transfer to other institutions than strictly virtual classes do? For example, I think the fact that our biology courses include some on-campus hands-on lab sessions improves the likelihood that they will be seen as comparable to traditional courses that have a lab component.
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RE: Transferability
By: ,
May 30 2008, 11:04 AM EDT
That's an interesting question. At our institution, it hasn't worked that way. We can get a class transfer agreement set up without indicating what the modality is. So, for instance, we might have students take a class online or in the classroom, and the course would be equally transferable. Hybrids are just another modality that can be added after the transfer agreement has been established. From what I know of transfer agreements, the course title and description is what really counts. As long as the modality allows you to accomplish what the description says, then it should transfer. You're right about labs - it's a way to make a class online with a lab component, which is really a hybrid. If labs are required, online courses probably wouldn't cut it.
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wbeasley |
Advice for newbies in dividing between F2F and online?
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May 30 2008, 10:56 AM EDT by
iemch |
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Thread started: May 29 2008, 9:51 AM EDT
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I think of designing a hybrid or blended class as a process of recognizing which learning activities are best done face-to-face and which are best done online, and then dividing the allotted time for the semester accordingly. What advice would view as most valuable for instructors new to this process, regarding how to determine which is which?
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RE: Advice for newbies in dividing between F2F and online?
By: iemch,
May 30 2008, 10:56 AM EDT
This is a really good question, and there is not one easy answer. The truth is that we offer online versions and F2F versions of classes, and both can be good. So, a hybrid class isn't always designed by figuring out what can be done best F2F or vice versa. Initially, we took that approach in designing our course, but we've tweaked and tweaked and realized that many activities can be done either way. I actually believe that providing the mixture is what is inherently good about it rather than what the mix is. So, I'd think about what you like to do in front of the class, and keep those as part of your hybrid, and then work on what you'd put online or what you find you like to do online. Then, before you say "I'm finished" you will want to figure out how you tie the activities done in class to the activities done online and vice versa so that it is seamless.
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Anonymous |
How and when do you schedule student training?
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May 30 2008, 10:50 AM EDT by
iemch |
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Thread started: May 29 2008, 9:58 AM EDT
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How do you train students to get up to speed using Web 2.0 tools and navigating and contributing in Web 2.0 spaces?
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RE: How and when do you schedule student training?
By: iemch,
May 30 2008, 10:50 AM EDT
At Columbus State, we use Blackboard to deliver online and hybrid courses (and to help with traditional courses). I would imagine the process is similar regardless of the application you use.
I spend part of our first F2F meeting going over technology, demonstrating how to do certain things, and requiring students to practice in class. I also assign online readings that include written explanations of how to use the technology.
By the way, our hybrid courses have F2F meeting times that are set and included on the master schedule that students see when they are registering. We can sometimes limit the number of meetings, but the F2F dates are established prior to scheduing to ensure students can meet that time. Still, because some students think that hybrid courses will be more online, some sign up and think they can get away with not showing up. For my hybrid class, that is a problem and the student will not succeed as I integrate online and F2F activities throughout the quarter.
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Anonymous |
What has been the greatest challenge . . .
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May 30 2008, 10:44 AM EDT by
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Thread started: May 28 2008, 10:13 AM EDT
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in creating a blended course?
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RE: What has been the greatest challenge . . .
By: ,
May 30 2008, 10:44 AM EDT
I've been teaching a hybrid English course for a couple years now. Initially, the greatest challenge was to get the right students signed up for the course because students weren't familiar with hybrid courses and just signed up not knowing what they were signing up for. That is slowly changing, where I get at least half of the students who are actually there because it is a hybrid course. However, I still get quite a few students who want an easier class and equate less F2F time with easier.
Another big challenge has been technology literacy. We have no proficiency requirement, and students expect instructors to get them up to speed on any technology needs.
Finally, the biggest challenge is - and will always be - the time commitment in making sure the online and F2F environments are integrated. It's like having two worlds to keep an eye on.
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