ERIC Number: EJ1136388
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 5
Paired Courses: A New Paradigm for College Teaching
Klemm, W. R.
Journal of College Science Teaching, v46 n4 p46-50 Mar 2017
Instead of flipping a conventional college course, here we consider flipping part of a conventional course into a whole new course. The idea tested here for three semesters was to split a full-featured traditional course into two linked courses: a condensed, 1-credit-hour, online mass-enrollment course on core ideas and skills paired with a 3-credit-hour, special-purpose traditional class that builds on the ideas in the core course. Students in the face-to-face class were required to coenroll in the online course, but other students could take only the online course. The main advantages of such linkage were (a) one course can support mass enrollment and the other can support small, more personalized courses; (b) one course can increase the breadth of education for nonmajors while providing needed background for related specialty courses in the major; (c) the specialty courses can proceed at a fast pace; (d) degree plans can accommodate a broader range of academic diversity; and (e) the idea can be extended by reversing the credit-hour assignment (e.g., a comprehensive online course that is paired with multiple short courses such as seminars or laboratories).
Descriptors: Paired Associate Learning, College Instruction, Online Courses, Introductory Courses, Blended Learning, College Credits, Teaching Methods, Video Technology, Neurosciences, Religion Studies, Writing Skills, Science Instruction, College Science
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A