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Tag Archives: avoiding pitfalls in hybrid course delivery
How to Create Peer to Peer Engagement Online in a Hybrid Course
One of the common pitfalls in online course design is not creating opportunities and engagement for students to discuss, critique and learn from one another in the online environment. I will avoid this in my hybrid class by: Emphasizing the … Continue reading
Becoming “The Guide on the Side”: Centering Students in Hybrid Courses
As long as I’ve been a Spanish teacher (sixteen years now!) we as a profession have been talking about and moving toward student-centered, content-based, and task- or project-based teaching; language instructors have long since stopped seeing themselves as the proverbial … Continue reading
Sage on the Stage
Online Course Design Pitfall #3: Insist on being the “sage on the stage.” According to Elizabeth St. Germain’s article, “Five Common Pitfalls of Online Course Design,” she discusses how teachers, instructors and professors often teach using the pedagogy that they … Continue reading
Creating Knowledge Through Hands-on Experience
The re-worked KIN 511 will require students to apply the rote muscular anatomy knowledge to hands on skills of palpation and identification on a living person as well as acquisition of new evaluative skills that they will be expected to … Continue reading
Transitioning from Content Delivery to Skills Facilitation
By Inara Scott In the not-so-distant past, if you wanted to learn about a specialized content area–say, eighteenth century literature, nuclear fusion, or microeconomics–you had to go to college. Specialized information about these subjects lived in the mind of professors, … Continue reading
Planning a Hybrid Class – Pitfalls to Avoid
Similar to a face to face class, many components go into a successful hybrid class, and similar to a face to face class, an instructor has to be aware of potential pitfalls. According to Elizabeth St. Germain, author of Five … Continue reading
Avoid a common pitfall of hybrid course design: Insist on being the “sage on the stage”
The real pitfall of insisting on being the “sage on the stage” in a hybrid course is that the online portion of the course may become a “poor” replication of many excellent virtual learning sources that are readily available on … Continue reading
Learning from our communities and each other in hybrid courses
So many of the common pitfalls are tied together. Understanding and fostering students learning from one another is a method of also avoiding the “sage on the stage” problem. I generally teach health systems classes. Each student comes to class … Continue reading
Avoiding common pitfalls in general human nutrition hybrid course
The face-to-face version of my General Human Nutrition course (NUTR 225) currently includes lectures (PowerPoint), exams, and informal discussions during class meeting times, and quizzes and a project submitted via Canvas. The online version of the course includes all of … Continue reading