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Linder, Kathryn E.; Bruenjes, Linda S.; Smith, Sarah A. – New Directions for Teaching and Learning, 2017
This chapter discusses common tools and resources for building a hybrid course in a higher education setting and provides recommendations for best practices in Learning Management Systems and Open Educational Resources.
Descriptors: Blended Learning, Educational Resources, Educational Technology, Instructional Design
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Linder, Kathryn E. – New Directions for Teaching and Learning, 2017
Based on the author's experiences developing and implementing a multi-week hybrid course design institute, this chapter outlines the components of training--both andragogical and technological--most helpful for faculty who are planning to teach a hybrid course.
Descriptors: Teacher Education, Blended Learning, Andragogy, Technology Uses in Education
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Haggar, Faye; Kelley, Bruce; Chen, Weichao – New Directions for Teaching and Learning, 2017
Successful implementation of hybrid courses typically demands collaboration among diverse support areas on campus. This article examines these collaborations through the lens of Badrul Khan's theory of managing blended learning support. Also discussed is the central role that faculty developers can play in connecting these support areas to ensure…
Descriptors: Blended Learning, Teacher Collaboration, Program Implementation, Faculty Development
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Newman, Daniel; Dickinson, Michael – New Directions for Teaching and Learning, 2017
This chapter describes institutional and andragogical best practices for preparing students to succeed in hybrid courses through the programming of academic resource centers, offers information on how to create peer support systems for students, and outlines some of the common pitfalls for students encountering a hybrid course for the first time.
Descriptors: Blended Learning, Learning Resources Centers, Andragogy, Best Practices
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Behling, Kirsten – New Directions for Teaching and Learning, 2017
This chapter explores the central questions and issues that faculty and administrators need to consider when designing and implementing hybrid courses to ensure that all students, including those with disabilities, have equal access. The author offers resources on faculty development programs, accessibility checklists, and online resources on…
Descriptors: Blended Learning, Access to Education, Academic Accommodations (Disabilities), Instructional Design
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Jerke, Darin; Mosterd, Eric – New Directions for Teaching and Learning, 2017
This chapter explores the web presence needed for instructors, students, administrators, and staff as hybrid courses are implemented at the institutional level and discusses the physical presence (office(s) and staff) needed to effectively provide and sustain online support for hybrid education.
Descriptors: Blended Learning, Web Sites, Teacher Role, Student Role
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Linder, Kathryn E. – New Directions for Teaching and Learning, 2017
This chapter provides definitions and distinguishing characteristics of the various terms used in the context of hybrid education. The author also offers an overview of the recent literature on hybrid teaching and learning.
Descriptors: Blended Learning, Definitions, Literature Reviews
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Stromie, Traci; Baudier, Josie G. – New Directions for Teaching and Learning, 2017
This chapter describes different types of assessments for hybrid learning, outlining the challenges and benefits of assessing in the hybrid classroom, and offers examples of assessments.
Descriptors: Blended Learning, Student Evaluation, Educational Benefits
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Keller, John M. – New Directions for Teaching and Learning, 2017
This chapter contains an overview of the MVP model that is used as a basis for the other chapters in this issue. It also contains a description of key steps in the ARCS-V design process that is derived from the MVP model and a summary of a design-based research study illustrating the application of the ARCS-V model.
Descriptors: Models, Design Requirements, Program Descriptions, Program Implementation
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Zakrajsek, Todd M. – New Directions for Teaching and Learning, 2017
This chapter describes the ways in which the MVP model relates to recent research on neuroscience and learning, and demonstrates how those relationships may be used to better understand physiological impacts on motivation, and to facilitate improved learning.
Descriptors: Neurosciences, Models, Neuropsychology, Learning Motivation
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Franklin, Jennifer L. – New Directions for Teaching and Learning, 2017
This chapter is based on three premises. The first premise is that the use of instructional systems design (ISD) methods is important in online as well as traditional classroom settings. A second premise is that improving the motivational design of instruction brings benefits to teachers and learners alike. The third premise, specific to this…
Descriptors: Instructional Design, Online Courses, Educational Benefits, Student Motivation
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Theall, Michael; Graham, DeBorah D. – New Directions for Teaching and Learning, 2017
This chapter discusses teaching and learning in the affective domain and the development of beliefs, values, and behaviors common in professional school education. We use Keller's MVP model as the basis for designing a teacher education course where professional "dispositions" are critical learning outcomes.
Descriptors: Teaching Models, Teaching Methods, Values Education, Affective Behavior
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Becker, Karen A. – New Directions for Teaching and Learning, 2017
This chapter describes a Reading and Study Skills program and course that are offered to first-year students who are underprepared or reluctant and who may be at risk for failure in other courses as well as at risk for long-term retention and graduation. The course is discussed with respect to its parallels to the MVP model, and initial evidence…
Descriptors: Reading Programs, Study Skills, Program Descriptions, College Freshmen
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Svinicki, Marilla D. – New Directions for Teaching and Learning, 2017
As faculty and faculty developers, we sometimes forget that the principles of learning and motivation that we apply to students also apply to us. This chapter illustrates how the MVP model can be used to create effective faculty development activities.
Descriptors: Faculty Development, Educational Practices, Teaching Models, Learning Activities
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Theall, Michael – New Directions for Teaching and Learning, 2017
This chapter considers faculty evaluation and motivational and volitional issues. The focus is on the ways in which faculty evaluation influences not only faculty attitudes and beliefs but also willingness to engage in professional development and instructional improvement programs. Recommendations for effective practice that enhances motivation…
Descriptors: Teacher Evaluation, Teacher Motivation, Teacher Attitudes, Beliefs
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