ERIC Number: EJ971980
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 18
Making the Jump to Hybrid Space: Employing Face-to-Face and Online Modalities in a Special Event Planning Course
Fortune, Mary F.
Schole: A Journal of Leisure Studies and Recreation Education, v26 n2 p39-45 2012
Every quarter at California State University East Bay, a special event-planning course is offered in a hybrid format (face-to-face and online) and uses interactive Problem-Based Learning (PBL) activities designed to challenge and inspire intellectual growth. The PLB method is different in that students are not only receivers of knowledge but are more actively engaged in their own learning (Clark, 2009). Students are asked not only to absorb facts and theories but to also discover and create knowledge that is useful in the real world. The students' main assignment is to produce a special event, while the goal is to provide exciting learning experiences that allow growth, skill development, and expertise related to the curriculum. As a result, students have produced three events: "Yes Wii Can," a mini-Wii tournament and fundraiser for Haiti; "Sizzling Summer Celebration," an outdoor open-mic and "poetry slam" and fundraiser for the American Red Cross; and the "FalliDay Holiday Party," a multi-themed party (Halloween, Christmas, New Year, Hanukah, etc.) and fundraiser for Toys for Tots. Adapting the special event curriculum has proven to be a positive and successful learning activity. Allowing college students the freedom to develop and create within the course guidelines in multiple learning environments is an effective teaching tool that continues to be a fruitful academic endeavor for all involved.
Descriptors: Problem Based Learning, Foreign Countries, Educational Technology, Skill Development, Teaching Methods, Computer Uses in Education, Planning, Blended Learning, Conventional Instruction, Learner Engagement, College Students, Learning Activities
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: California