| Title: |
Flexible Hybrid Format in University Curricula to Offer Students In-Subject Choice of Study Mode: An Educational Design Research Project |
| Language: |
English |
| Authors: |
Colasante, Meg; Bevacqua, John; Muir, Stephen |
| Source: |
Journal of University Teaching and Learning Practice. 2020 17(3). |
| Availability: |
University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Instructional Design; Foreign Countries; Higher Education; Curriculum Development; Blended Learning; Educational Technology; Technology Uses in Education; Conventional Instruction; College Students; Online Courses; Student Attitudes; Barriers; Preferences; Student Participation |
| Geographic Terms: |
Australia |
| ISSN: |
1449-9789 |
| Abstract: |
In a digital era where people may experience seamless control in determining their interactions with the world via analogue and digital modes, this paper challenges the need for a university-determined position on whether study need be designated as on-campus, online, or a predetermined mix of each. In a university in Australia, several subjects were designed in a flexible hybrid format where students were offered flexibility to create their own learning pathway via online or on-campus mode, changing as it suited and regardless of their original enrolment mode in the subject. The curriculum model was conceptualised and deployed using educational design research, involving three designed and taught subjects and a further two designed-only subjects (i.e. not yet taught) to help test the concept in contrasting contexts. Insights on the new model were gained from participating teachers, their students, and online analytics. Using the experiences of the trial as the basis of this discussion paper, one practical step and its related challenges are shared in working toward a hybrid pedagogy, with associated design principles extrapolated. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1264410 |
| Database: |
ERIC |