Hybrid Courses for Adults: Evaluating the Theoretical Background
Catherine Dunkle, Nova Southeastern University, United States ; Ligia Leite, PhD, Advisor, Nova Southeastern University, Brazil
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper discusses a work in progress designed to develop a case study that will utilize a group of instruments designed to evaluate adult hybrid or blended-learning courses. A hybrid or blended-learning course is defined, for purposes of this study, as a course that reduces face-to-face time in the traditional classroom and replaces it with online components. These evaluative tools are being developed based upon theories of constructivism blended with situated cognition and the principles of experiential learning. The study also attempts to utilize existing evaluation instruments currently available for face-to-face and distance education courses while it pays special attention to instrument development, testing, and revision for the adult hybrid course. Verification is planned during the analysis phase of the evaluative case study underway of adult hybrid courses. These courses utilize a variety of interaction-rich opportunities both face-to-face and in the hybrid environment.
Dunkle, C. & Leite, PhD, L. (2004). Hybrid Courses for Adults: Evaluating the Theoretical Background. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 900-905). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).