Around 2011, hybrid learning became an official delivery modality for education. Hybrid learning is defined as the blend of online and face-to-face learning. The ratio of that blend, however, is often defined by state and higher education standards. At Virginia Tech, ALCE 3624: Communicating Agriculture in Writing is a hybrid delivery undergraduate writing course. The purpose of this study was to explore the system of hybrid learning in this course at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps, cognitive map narrations, fieldnotes, and a survey. These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by noteworthy course content and face-to-face interactions. Further, students connected the course content and interactions to future implications of the coursework, appreciating how differentiation of learning affect the overall experience. Further, the study found that intentional course design was critical in hybrid learning. Within course design, the value of face-to-face interactions, online learning, and the blend of online and face-to-face learning were key factors. Additionally, the importance of teacher relationships and feedback and implications for the future were also significant. Finally, the dynamics between the teacher and student were found to be influential to student growth, the learning process, and face-to-face interactions. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality. Specifically, the implications for practice are helpful to understanding hybrid learning in higher education, especially regarding course design, relationship building, differentiation of materials and practices, and technology use and accessibility. The implications for research show that higher education needs a better understanding of the future of hybrid learning, delving into the complexities of the delivery across all subject matters. Further, there is a need for training for teaching hybrid learning courses. / Ph.D. / In recent history, there are two common course delivery methods in higher education: face-to-face and online. More recently, a third course delivery method called hybrid learning has developed. This delivery is defined as the blend of online and face-to-face learning. There are different rules about the ratio of the blend, depending upon the state and institution rules. At Virginia Tech, there is a course titled ALCE 3624: Comm Ag in Writing. This undergraduate writing course uses the hybrid delivery method. The purpose of this study was to better understand hybrid learning at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps (drawing a response to a prompt), cognitive map narrations (providing a spoken explanation of the cognitive map content), fieldnotes (weekly reflections from the teachers of the course), and a survey (ten open-ended, free response questions aimed at understanding the student experience in the course). These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by coursework they found to be meaningful, face-to-face interactions during class, the future applications of what was being learning, and different ways of learning. Course design was also highlighted as a critical aspect of hybrid learning. Results showed that face-to-face interactions, online learning, and the blend of online and face-to-face learning were important to effectively designing a hybrid learning course. Additionally, the importance of positive relationships with the teacher, regular feedback on completed assignments, and implications for the future were noted. Finally, the dynamics between the teacher and student were found to be influential to students in their understanding of course content. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality in higher education. Specifically, the implications for practice are helpful to understanding how hybrid learning can be used in higher education, especially regarding course design, relationship building, different types of materials and practices, and technology use and accessibility. The implications for research can help to provide a better understanding of the future of hybrid learning in higher education and land grants, as well as training for hybrid learning courses.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/97898 |
| Date | January 2020 |
| Creators | Carper, Kathleen E. |
| Contributors | Agricultural, Leadership, and Community Education, Friedel, Curtis R., Culhane, Jennifer H., Scherer, Hannah H., Anderson, James C. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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