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Knowledge Acquisition in Hybrid Classrooms
PROCEEDINGS

, , Bridgewater State College, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

How can one leverage the technological benefits of an online classroom without losing both the interpersonal advantages of face-to-face contact and pedagogically sound classroom management techniques? A hybrid classroom, combing both traditional face-to-face and online interaction, is a valid higher-education solution that is often being adopted in place of 100% online teaching environments. Like total online courses, hybrid courses offer students the convenience of online access to both lecture/course materials and asynchronous classroom discussions. However, the key feature of the hybrid environment is the ability to use traditional face-to-face sessions to foster and stimulate an online social culture that facilitates knowledge acquisition through interpersonal and group discussion and disclosure. This study examines pedagogical, social and demographic factors that contribute to student success in the 80/20 (80% online/ 20% in-class) hybrid classroom.

Citation

Nguyen, T. & Lizie, A. (2007). Knowledge Acquisition in Hybrid Classrooms. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1090-1097). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 28, 2022 from .

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