Abstract

The purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based standards which aided in the creation of six learning modules for the professional development course. These modules were: course alignment, face-to-face active learning, online resources, formative feedback, assessment guidelines, and course structure. A focus group of faculty members who have taught hybrid courses at the college was used to review the course and framework to assess whether any modifications are required. The focus group discussion revealed that all six elements of the framework are essential to the success of a hybrid course design. The focus group also suggested changes and revisions to the professional development course which should be addressed prior to rolling out the course college-wide.

Notes

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Graduation Date

2017

Semester

Summer

Advisor

Hopp, Carolyn

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0006791

URL

http://purl.fcla.edu/fcla/etd/CFE0006791

Language

English

Release Date

August 2017

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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