New Avenues of Teaching At Adelphi:
Innovation via Hybrid Learning

by Astrid Palm and Mieke Caris

Overview

In the field of teaching there have always been controversies about how new technologies can and should be utilized to accomplish superior learning and understanding. Some educators have embraced the new technologies and easily employ them for communication, course preparation and as a medium to provide instruction while others have been watching on the sideline to see how these early attempts pan out. One finding is already clear, the computer itself does not promote or hinder successful teaching. Instead, technology provides us with a wealth of tools which - when used wisely - can make the educator more productive and effective in providing materials for different learners.

In this article we focus on a new generation of so-called course management systems such as Blackboard. These Internet-based course environments offer new avenues for college instruction, and have been embraced institutions of higher learning.

Proposals and Awards

In the spring semester 2004, Marcia Welsh, Adelphi's Provost, called for faculty proposals to redesign existing courses into hybrid courses. Hybrid or blended learning, is a delivery method that combines classroom instruction with about 40% - 60% online instruction. This model has been used by other colleges and universities for many years, and now several Adelphi faculty have expressed interest in this approach.

Hybrid instruction is an attractive option because it enables students to learn in the relatively structured face-to-face setting while also being responsible for their own learning in a more flexible and open online environment. In Blackboard, students are required to log-on, retrieve material and work more independently than in a traditional classroom setting in which, time and place are fixed and activities are often initiated and controlled by the instructor's presence.

Six full-time faculty were chosen and were awarded a stipend of $2500 to develop course material for the fall 2004 semester. A technology support liaison from the FCPE was provided for each faculty to guide them throughout the entire process of course modifications and content development. A mandatory three-day workshop prepared faculty for the new challenges involved with designing hybrid classes. Pedagogical questions we addressed, such as how to connect online material with face to face sessions, how to accommodate different learning styles in the classroom versus at a distance, and how to choose topics suited for either online or face to face delivery. More technical aspects of hybrid courses were discussed, like producing digital graphics and media (video and audio files), and using advanced Blackboard features.

Motivation of Faculty

Faculty had different motivations in developing a hybrid structure for their courses. One professor saw a fruitful way to offer his popular course at two Adelphi campuses simultaneously. While he would meet with one group at one location the other group would work on assignments online. A second professor anticipated the opportunity to provide instruction to a very diverse group of learners. The Blackboard component offered her a flexible environment to provide material and supplements for non-majors as well as for majors. Traditionally, it had been difficult to meet the needs/interest of majors, while at the same time not overwhelming those novice students who are getting a first glimpse of the field. A third instructor capitalized on the opportunity to prepare students online in advance to gain a more in-depth classroom experience. Yet a different approach was developed by a fourth faculty member. She facilitated hands-on activities in the classroom which served as a basis for reflective discussions with each other online.

Survey Findings

During a presentation hosted by the FCPE on February 28, 2005, the faculty provided a peek into their online classes, and we discussed the results of the data gathered from faculty and student surveys. In a pre-survey, most faculty anticipated that course preparation would take little or no extra time compared to traditional courses. However, a post-survey of faculty indicated that most felt the course development had taken more time and effort than initially expected. Generally, presenters agreed that the success of a hybrid course was strongly linked to a professor's comfort level with Blackboard. Good knowledge about the technology, meaningful assignments connected to the course objectives, and smooth bridging of online and face-to-face activities were recommended for successful outcomes. Three out of four presenters felt positive about the learning outcomes of their hybrid courses, specifically, noting higher student engagement and elevated academic performance. One professor did not feel the hybrid course structure was beneficial for his course, and consequently, after three online sessions, decided to return to regular classroom instruction.

We analyzed post course student surveys, which represented 53 undergraduate and 35 graduate students. The results show that generally undergraduates appreciated the flexibility of their hybrid courses more than their graduate fellows. We need to further investigate why this is the case, since the literature indicates that older students would prefer the hybrid format more. Overall, students weren't particularly troubled by technical hurdles or glitches in Blackboard, and that most problems encountered were solved via documentation and support provided by the instructor or Customer Services. In fact, students reported being more comfortable with the use of technology by the end of the course.

New Proposal for Hybrid Classes

At this time, there is another group of faculty about to propose new hybrid courses. Proposals are due on April 11th and the provost will announce recipients of the stipend in early May. FCPE is preparing for the new hybrid design workshop scheduled for June 22nd-24th. We feel that the biggest challenge for faculty in creating these hybrid courses is in developing media rich, well- organized content, while also employing effective learning strategies for both the online and in-class components of these courses. We look forward to working with this new group of 'innovators' to create stimulating and up to date learning experiences for our students. We will continue to collect data and assess progress of these hybrid classes in order to maximize lessons learned and to ensure quality instruction at Adelphi.