Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Challenge Continues
March 30-April 1, 2003
The Best of Two Worlds: Combining ITV and Web Quests to Strengthen Distance Learning
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By: Charmaine Mosby |
Abstract
Increasing emphasis upon Distance Learning demands creative approaches for course delivery, preferably combining advantages of interactive television and the web. My response was to set up a graduate seminar as an experimental hybrid course: roughly 60% face-to-face and 40% web course (web quest format). This presentation outlines the process of course development, explains my choices, and uses this seminar to illustrate the efficiency of hybrid courses.
Description
In July 2002, I offered a hybrid course. Because of the experimental format, I offered this course during a summer session when the students would participate by choice. I chose a graduate course taken primarily by teachers because the web quest component could help these teachers meet Kentucky's technology standard (Standard IX of both New and Experienced Teacher Standards).
For the five-week session, I set up 4 tasks ranging from knowledge of the material to analysis and application of both the materials and the techniques being discussed in class. Three of the 4 tasks each student completed individually, but the fourth and most extensive task was a group assignment. I also provided elaborate "scaffolding" in the form of Internet links and supplemental materials. For example, I supplied links to online versions of every story discussed, as well as other stories and authors that could be used to complete the assigned tasks. Because this was a hybrid course, I met with the class in a standard ITV and face-to-face format approximately 60% of the class time. Thus, I could supply much of the information ordinarily presented in a face-to-face or ITV class. Moreover, I remained available in person and by ITV during the roughly 40% of class time devoted to web quest tasks. I also encouraged students to communicate with me by e-mail; I was able to respond to each e-mail within 12 hours.
Student participation was above average, feedback from students was unanimously positive, and their work was excellent. In short, this experiment was definitely a success.
Proceeding