Abstract

In recent years, online K-12 education enrollment in the United States and internationally has increased. This increase in demand creates an opportunity for institutions to cross borders and partner to create quality learning environments. This paper explores one such partnership between Texas Tech K-12, a university-based fully online school, and Liberty Education, an educational company that connects local schools in Brazil with online education opportunities. The partners worked together to develop an intentional hybrid course experience that embraced local teachers and tutors working with students face-to-face and a U.S. based teacher working with students through online content. Through this partnership and course design process, several lessons have been learned about shifting to hybrid courses across borders. First, there is a need to listen to all voices involved in the educational content delivery. Second, designers have to understand the cultural differences of international students. Third, there is a need to intentionally make decisions about how content should be delivered and how students should be assessed. Finally, all partners need to remain flexible and adaptive as this is an ever-changing educational model. This presentation will explore this case and the lessons learned in detail to help shed light on how international partnerships can help to create quality hybrid course content that crosses borders.

Citation

Pal, T., Leach, L. & Mayfield, C. (2020). Hybrid Learning Across Borders: Designing Courses for Online and Local Learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of Innovate Learning Summit 2020 (pp. 221-227). Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/218805/.

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