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How to Design and Teach a Hybrid Course: Achieving Student-Centered Learning through Blended Classroom, Online and Experiential Activities Paperback – July 25, 2011

ISBN-13: 978-1579224233 ISBN-10: 1579224237
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How to Design and Teach a Hybrid Course: Achieving Student-Centered Learning through Blended Classroom, Online and Experiential Activities + Blended Learning in Higher Education: Framework, Principles, and Guidelines + Blended Learning: Across the Disciplines, Across the Academy (New Pedagogies and Practices for Teaching in Higher Education)
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Editorial Reviews

Review

"The basis of How to Design and Teach a Hybrid Course is the notion that students learn best by doing, by experiencing, and then by reflecting on their experiences. Caulfield does a good job discussing the ways in which hybrid course design provides the theor4etical and pedagogical framework for such active, reflective learning. For the busy scholar, such a course will require a good deal of planning and designing time, but the reward of increased student learning will offset the initial investment." (Jeffery Galle, Oxford College of Emory University Teaching Theology & Religion)

"This is a guide for all who teach, and especially for those who have chosen to teach in a hybrid learning format." (Book News Inc.)

"Offers guidance on teaching courses characterized by a reduction in the "face time" of the classroom, and the addition of online and experiential learning." (The Chronicle of Higher Education)

"A significant accomplishment. Jay Caulfield's experience as a teacher and faculty developer, and researcher in hybrid learning, is evident in the way she has made this material relevant for a broad audience." (Robert Kaleta, Director Emeritus)

“Dr. Caulfield’s book on how to design and teach a hybrid course offers necessary and valuable information to faculty and students alike. Moreover, her convergence of theory, experience, and application will definitely advance the current work in the field of designing and teaching hybrid courses.” (Robert Deahl, Dean, College of Professional Studies, Marquette University, and Past President)

“This book will be a valuable resource for faculty in higher education who are planning, designing, teaching, and evaluating a hybrid course. Jay Caulfield combines interview data from experienced hybrid teachers with an extensive literature review to provide practical tips and guidelines for creating a successful hybrid teaching and learning experience.” (Norm Vaughan,co-author, Blended Learning in Higher Education, and)

“Teaching a hybrid course well demands careful planning. This book provides excellent guidance on how to do that planning.” (Dee Fink, National Project Director: Teaching & Curriculum Improvement (TCI) Project, and Senior Associate)

“Dr. Caulfield has a great deal of experience with hybrid teaching methods and she has studied and worked with some of the leading figures in the hybrid movement. She effectively uses her experience and the experience of others who have both scholarly and practical knowledge of hybrid teaching methods to present a very readable and helpful account of the factors that can make hybrid teaching an engaging and effective learning experience for students from a variety of backgrounds and disciplines. The book will be very helpful to instructors who have some experience with hybrid instruction as well as those who may be thinking of trying this form of teaching for the first time." (Dave Buckholdt, Director, Center for Teaching and Learning)

“I’ve kept abreast as best I can on the burgeoning literature on hybrid (or blended, in the UW-Milwaukee lexicon) teaching, so I feel comfortable in saying that the book you now hold in your hands is well worth your time: it’s a book that I believe to be basic to any instructor’s appreciation of the full value of blended teaching and learning.” (Alan Aycock, Professor of Anthropology and Acting Director)

About the Author

Jay Caulfield is an associate professor and an associate dean at Marquette University, where she has led the curriculum design of the college’s hybrid graduate degree in leadership studies. She routinely teaches courses in leadership theory, organizational behavior, and research methods, and has moreover taught over 80 hybrid courses within the past eleven years. She serves on numerous university and college committees and boards including the University Board of Graduate Studies, the Institutional Review Board, and the Committee on Teaching, which she recently chaired. She is currently a member of the International Leadership Association and the International Society for the Scholarship of Teaching and Learning. In spring of 2011 she received the college’s Faculty Excellence in Service Award for her significant long-term contributions to the College, as evidenced by her teaching, leadership and service to students, fellow faculty, staff and the greater community. Caulfield’s research interests include transformational leadership and adult learning. Recent peer reviewed publications include, Why should I tell you how you teach? An expectancy theory perspective and Applying graduate student perceptions of task engagement to enhance learning conditions. She and colleagues are currently engaged in a longitudinal study on transformational leadership and she is authoring a second book on transformational coaching.
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Product Details

  • Paperback: 266 pages
  • Publisher: Stylus Publishing (July 25, 2011)
  • Language: English
  • ISBN-10: 1579224237
  • ISBN-13: 978-1579224233
  • Product Dimensions: 8.9 x 5.9 x 0.7 inches
  • Shipping Weight: 10.4 ounces (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (4 customer reviews)
  • Amazon Best Sellers Rank: #296,911 in Books (See Top 100 in Books)

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Most Helpful Customer Reviews

1 of 1 people found the following review helpful By Paul Mac on January 25, 2012
Format: Paperback
Blended courses involving both face-to-face and online class time have solid pedagogical value for the student. Jay Caulfield's book exceeds at both explaining the theory and providing guidance on practical application. The theory behind the hybrid approach is indisputable. I have used the book - and consulted it often - in conducting my first hybrid college course and found it invaluable. Her book includes sample activities that can be adapted to various courses.
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2 of 3 people found the following review helpful By Li10up on January 15, 2012
Format: Paperback
This invaluable book helped me navigate through the numerous challenges I encountered creating my first graduate level hybrid course. It has since proved to be an invaluable resource at all levels of course design. I believe that it will become the "gold standard" for anyone seeking direction in the design, creation or improvement of the blended learning experience. The changes I have implemented, due solely to reading this book have, across the board, received positive feedback from students. It is concise, straightforward, and right on target. My only regret is that I didn't have it 10 years ago. If you are teaching or planning on teaching, a hybrid (blended) course, it is a "must read."
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3 of 5 people found the following review helpful By Kurt H. Gering on January 16, 2012
Format: Paperback
Dr. Caulfield masterfully explicates how to both design and teach a hybrid course, and further illuminates the process by including the experience of some of the very best hybrid teachers in the field. This book is a valuable resource for both novice and experienced educator alike, and is sure to become the relevant standard for the future.
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0 of 1 people found the following review helpful By Ronald Smith on March 5, 2012
Format: Hardcover Verified Purchase
I have often felt that more teachers need to embrace technology and bring it to the classroom. In other words, instructors need to be lifelong learners as well. Jay Caulfield's new book does a great job of showing educators HOW to intelligently blend technology with strong course content so that students are transformed. It is not enough to post PowerPoints online and to think students will benefit from it. Caulfield shows us that strong content + effective use of technology in the classroom = a win for both the student and the teacher.
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