May 2007 — News
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Hybrid Learning: Challenges for Teachers
This is only possible, however, if the technology is integrated into the actual course design and used for instruction, rather than simply used to deliver and distribute content. It is vital that teachers are given time to explore the different pedagogical implications of both environments, and think through how the two environments can be brought together for students. Hybrid is presenting teachers with an opportunity to increase student participation and maximize the learning potential of each student; however, teachers need the professional development support in redesigning instruction and modifying their teaching methods accordingly.References
Dwight, J. & Garrison, J. 2003. A Manifesto for Instructional Technology: Hyperpedagogy. Teachers College Record Vol. 103, No. 3, June 2003, pp. 699-728. Teachers College, Columbia University 0161-4681.
Moore, M.G. 1993. Theory of Transactional Distance. In Theoretical Principles of Distance Education, edited by Desmond Keegan, 22-38. New York: Routledge.
Moore, M.G., & Kearsley, G. 1996. Distance Education: A Systems View. Belmont California: Wadsworth.
Reynard, R. 2003. Internet-based ESL for Distance Adult Students – A Framework for Dynamic Language Learning. Canadian Modern Language Review. University of Toronto Press. Toronto, Canada . Vol. 60 No. 2, December 2003.
Rosenshine, B. & Stevens, R. 1992. The use of scaffolds for teaching less structured academic tasks. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Scardamelia, M. 2002. Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.) Liberal Education in a Knowledge Society (pp.67-98). Chicago, Open Court.
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About the author: Ruth Reynard is the director of faculty for Career Education Corp. She can be reached at rreynard@careered.com.
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