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March 2002 Volume 8, Number 6

Introduction to Hybrid Courses
by Carla Garnham and Robert Kaleta, UW-Milwaukee

When designed carefully, a hybrid course combines the best features of in-class teaching with the best features of online learning to promote active student learning. In this hybrid course primer, Garnham and Kaleta describe their Hybrid Course Project, funded by UW System and coordinated by UW-Milwaukee's Learning Technology Center. Readers can access streaming media clips of participating instructors discussing their hybrid course experiences -- a TTT first. (Note: Viewers will need RealPlayer to download the clips.)

Approximately "Real World" Learning with the Hybrid Model
by Rachel Spilka, University of Wisconsin-Milwaukee

How can instructors of business and professional writing prepare students for the relative freedom and independence of workplace writing? Despite all her efforts, Rachel Spilka's students tended to work on projects with too much instructor oversight and supervision, to collaborate mostly in person with writers they knew well instead of collaborating from a distance with writers they barely knew, and to manage projects with regular instructor or peer input, instead of mostly on their own. She discusses how the hybrid model helped free her from the restraints of traditional instruction to simulate the "real world" for her students.

Reflections on Teaching a Large Enrollment Course Using a Hybrid Format
by John (Jack) Johnson, University of Wisconsin-Milwaukee

Large enrollment classes pose a plethora of challenges to university instructors. Jack Johnson, who teaches a large enrollment business communications course at UW- Milwaukee, outlines his major concerns about student learning in these classes and explains how hybrid courses have helped him address them.

Peter Sands writes, "Successful hybridity--however that may be defined--requires bringing the two dissimilar parts together so that they work in concert and produce a third result. In the case of effective hybrid courses, there are two dissimilar groups of two that must come together and produce a final result: teachers/students and online/face-to-face classrooms." An experienced hybrid course instructor, Sands offers five suggestions to help teachers connect face-to-face instruction with online work.

Lessons Learned from the Hybrid Course Project
by Alan Aycock, Carla Garnham, and Robert Kaleta, UW-Milwaukee

This Teaching Scholars Forum article reports on the most significant observations from the Hybrid Course Project, in which 17 instructors from five University of Wisconsin (UW) campuses participated. Its authors hope that faculty, faculty developers, and administrators interested in promoting hybrid courses can benefit from their experiences.

More on hybrid courses ...

UW-Parkside's ACCESS Project
by Frances M. Kavenik and James D. Robinson, UW-Parkside

In 2001, Frances Kavenik received two grants from UW System to convert
UW-Parkside's 20-year-old extended humanities degree program, the ACCESS Program, into a format that better suited the needs of non-traditional students.
She and team member James Robinson explain the challenges they faced and the process of converting their program to a hybrid form, which combines face-to-face and online learning. (April 2003)

The Teaching with Technology Today project consists of a web-based NEWSLETTER and WISLRNTEC, a companion listserv where members discuss technology, pedagogy, and student learning. TTT was instigated by the UW Learning Technology Development Council; it receives significant support from UW-Extension's Division of Continuing Education.