Pedagogical & Technical Skills for Online Hybrid Venues Mary Anne Schultz PhD MBA MSN RN

Statement of the Problem – Student View Redundancy, Boredom, Perceived Knowledge

Statement of the Problem – Faculty View Redundancy, Student Participation ▼, Test Scores ▼/▲, Engagement ▼, Student Evaluations ▼

The Innovation F2F Junior-level Human Development Became 50% Online Hybrid 2 Sections, kept parallel* week-to-week Strategic use of DB & Announcements Blackboard 6 (Rel ), Windows XP, Office ‘03

Barriers to Innovation Committees/Permission Faculty Evaluation Disincentives Management of Guest Speakers, Time-Sensitive Information/Events, Webinars, Webmail Support-platform, administrative, lead/release time, faculty/student “computer skills” Blackboard (Rel ), Windows XP, Office ‘03

Chickering & Gamson’s 1st Principle Enhanced Faculty-Student Contact

Chickering & Gamson’s 1 st Principle Enhanced Student-Faculty Contact

Chickering & Gamson’s 2 nd Principle Enhanced Student-Student Contact Reciprocity & Cooperation

Chickering & Gamson’s 3 rd Principle Encourage Active Learning

Chickering & Gamson’s 4 th Principle Timely Feedback

Chickering & Gamson’s 5 th Principle Emphasize Time on Task Time + Energy = Learning

Chickering & Gamson’s 6 th Principle Communicate High Expectations

Chickering & Gamson’s 7 th Principle Respect Diverse Talents/Ways of Knowing

Change Brought About Student-Faculty Interactivity ▲ Student-Student Interactivity ▲ Near-100% participation rate each week Similar grade distribution Relatively small opportunity faculty costs Student ratings of teachers ▲ *Purposive early departure of 1 group  CC

Recommendations Faculty Should Consider: Use of ▲ % hybrid/total online venue Use of enhanced virtual tools e.g., chat, talking heads, webinars, course FAQs, Student Lounge Conduction of program evaluation research project

Finale Resistance Can Outweigh Good Intentions & Curiosity