Hybrid

This assessment is intended as an alternative to the syllabus quiz. It is primarily for use in online and hybrid courses, but could be used in face-to-face classes that utilize Canvas. Students are required to preview each module of the course in the first week of classes. Students open each module and preview each assignment, activity and due dates within each assignment. Students then write a summary of what is required for each module. This gives students a clear picture of what will be required of them throughout the semester and first hand experience negotiating Canvas.

This is the questions I wanted to answer:

Should I spend the first day of classes demonstrating how to register for the eBook and how to navigate McGraw Hill Connect- a robust LMS- or should students watch the videos at home?

In my SPA101 hybrid class, in addition to Canvas, we use an eBook and Mc Graw Hill's Connect

Last semester, students watched video tutorials to register for the eBook.

During the second week, some students complained the LMS was too complicated and, as a result, they had missed assignments. What could I do?

Intervention background:

In my TTH hybrid class, students complete assignments every MWF. Some assignments include grammar video tutorials and questions based on the videos.  

In-class group work and HW scores told me students had mastered the use of double object pronouns.  However, students performed poorly (79.8% average) on the timed chapter exam (50 seconds per question).

This assessment modifies the Democratic Decision Making assessment I developed a few years ago. It makes use of discussion boards and surveys to allow students in online and hybrid classes to participate in a democratic process to decide what topics they will study and present.

I use the dicussion feature on Canvas to guide class discussion of which topic (among choices decided upon by the instructor) they would like to study in more depth and present to the class.

This semester I have developed a common lab final for the BIO 160 sections offered here at EMCC. This common final will incorporate laboratory activities performed during the semester and is a cumulative final. The common lab final should serve to support similar curriculum across across all sections offered here at EMCC. 

Results from this final will help me identify lab activies that need refinement as well as commonly misunderstood concepts from the class.

Discussions are a prime way to enrich online and hybrid classes as well as engage students. In my spring 2014 classes, many of my students waited until the last 24 hours to post their initial answer to the Discussion prompt. This procrastination averaged 75% of the students. Since I require of my students a three response minimum to other students’ posts, there was often not enough time for meaningful exchanges. Despite my urgings, this procrastination continued.

After attending a Gen Ed presentation by Erin Blomstrand, I created a finals week assignment on the connection of course material in SOC 212(Gender & Society) to lives outside of Sociology. The assignment was: "How will each of the following topics impact you once you leave this course? Think about your future and the people around you. Are you concerned on how the gender issues will impact you personally and/or others?" Students participated in Spring 2014. Based on results, I created a plan to improve.

As a semester research project for BIO 160, I have students research a disease and write a paper and present with a group their research. In past semesters I have simply posted the grading rubric on the LMS. This semester I decided to present the rubric and have students practice using the rubric in efforst to increase student awareness of thier contribution to their grade. I find that students are not fully aware of thier contribution to thier grade. I am hoping that taking the time to teach students how the project will be evaluated will result in higher quality projects.

My courses require online grade checks in week 3, 6, 9 and 12; however, low scoring students were not taking significant action to change their study habits. So I implemented in-class metacognitive/reflective activities the day after the grade checks where due (see attached document).

Final grade comparison:

JRN 201, Spring 2014, 8 completing students:

4 As, 1 B, 3 Cs, 0 failing students

Compared to

JRN 201, Fall 2013, 7 completing students:

1 A, 2 Bs, 2 Cs, 1 D, 1 F

Challenge: Create a menu driven script that aids in adminisdtering a Linux network or server.

In my hybrid course, more time  is needed to ensure that students have time to practive oral presentations, to receive peer feedback, and to get peer reviews on written asssignments.  Initially, I would explain the assignment in-class and students would submit it online.  If we had time, we would share briefly (2-3 minutes per student).  The results were rushed work with only average results. 

Based on research in student success, the Adjunct Faculty (AF) Professional Learning Community (PLC) recommended a program in 2010 “to engage/retain the college’s best adjunct faculty, explore and deepen Learning College best practices within the classroom”. Portions of their recommendations were implemented through AF training workshops.

In my 16 week RDG 091 course, prior to the first group presentation, I spend one or two classes teaching students the oral and format expectations of an oral PowerPoint presentation.  In Fall, 2013, I taught an 8 week version of the RDG 091 course and found that there was limited time to extensively teach these skills prior to their first oral presentation.  I provided them the rubric ahead of time and covered the information as best I could with the time I had.  However, I was very disappointed in the results.

Using Canvas Discussions is a good way to use higher order thinking skills and improve communication as our students justify their answers and question others. In Fall 2013, all three of my hybrid classes had weekly discussions that enriched our content. However, the quality of the discussions was somewhat lacking. Mid semester, I instituted rubrics to help guide and measure their posts. For a 15 point discussion, the rubrics were as follows:

In Fall 2013, I piloted a video reflection assignment in the Sociology courses.