Navigating Online and Hybrid Teaching

Provides best practices on how to navigate the current challenges of online and hybrid learning while actively engaging with learners throughout the entire educational process.

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About this Course

Through an engaging structure, this course explores best practices for addressing the challenges instructors face in online and hybrid teaching. Focused on learning management systems and technology integration as well as course design and development, the course presents techniques for the instructor to engage with learners in a meaningful and impactful way. Importantly, the course highlights methods to conduct formative and summative assessments in online and hybrid courses.

Language Availability: English

Suggested Audiences: Faculty, Graduate Students, Higher Education Administrators, Post-Doctoral Fellows

Organizational Subscription Price: $675 per year/per site for government and non-profit organizations; $750 per year/per site for for-profit organizations
Independent Learner Price: $99 per person

Demo Instructions


Course Content

Introduction to Online and Hybrid Teaching

The growth of online education and the proliferation of learning technologies make effective online teaching skills essential competencies for higher education administrators, faculty, and staff nationwide. A variety of factors may influence a learner’s decision to take an online class or complete an entire degree online. However, administrators, faculty, and staff members might have never taught a course online. This module compares in-person and online teaching; discusses the importance, benefits, limitations, and philosophies of online teaching; and describes the process for designing an online course.

Recommended Use: Required
ID (Language): 20545 (English)
Author(s): Amber Webber, PhD - Florida International University; Angela Bruch, PhD - Capella University

Learning Management Systems and Technology Integration

Learning management systems (LMSs) are technologies that allow institutions and instructors to create, manage, and deliver course material. An LMS may also support processes for learner interaction, assessment, progress tracking, knowledge sharing, and linking to other institutional sites or resources. Modern systems often consist of combinations of software, data systems, cloud-based computing, and information archives. In this module, learners will explore LMSs and learning technology integrations to enhance a course, discuss universal design in an online course, and explore topics on student privacy.

Recommended Use: Required
ID (Language): 20546 (English)
Author(s): Amber Webber, PhD - Florida International University; Angela Bruch, PhD - Capella University

Course Design and Development

In converting an in-person course to an online course, it may be tempting to simply shift the course agenda into the learning management system, create a course calendar, and then add assignments, lecture recordings, and homework according to the original syllabus. However, the role of an instructor in the online environment is to serve not only as the course designer, but also as a community builder, class facilitator, and problem solver. In this module, learners will review effective strategies for lesson planning in an online course, models for pacing online learning, and ways to select online course content to support learning objectives.

Recommended Use: Required
ID (Language): 20547 (English)
Author(s): Amber Webber, PhD - Florida International University; Angela Bruch, PhD - Capella University

Instructor Presence and Learner Engagement

Social isolation and lack of mutual encouragement from on-campus peer groups can affect an online learner’s participation in, interaction with, and completion of online courses. The impact of motivation on success and engagement with online learning is well documented. The degree to which the online learning experience meets a learner’s expectations is one of the most important predictors of student satisfaction and retention. This module discusses methods, activities, best practices, and resources for engaging students online.

Recommended Use: Required
ID (Language): 20548 (English)
Author(s): Amber Webber, PhD - Florida International University; Angela Bruch, PhD - Capella University

Facilitating Formative Learning

In an online course, well-thought-out interactions, activities, and formative assessments can guide learners towards meeting your course objectives. These elements give learners opportunities to practice skills, conduct self-assessments to identify strengths and limitations, interact with each other and debate complex subjects with instructor guidance, and prepare for summative assessments. In the online environment, effective formative learning activities and assessments support learning and address potential gaps in student readiness for learning prior to summative assessments. In this module, learners will apply the ideas of metacognition, consider ways to support students in the virtual environment, and learn how to create interactions and activities that guide learning. The module finishes with a conversation about communities of inquiry in the online space.

Recommended Use: Required
ID (Language): 20549 (English)
Author(s): Amber Webber, PhD - Florida International University; Angela Bruch, PhD - Capella University

Assessment and Evaluation

Effective alignment between assessments and objectives sits at the heart of quality course design. A strong online course design includes activities and assessments that support learners in their progress toward proficiency in a course. Summative assessments provide more definitive information about what students know, how well they achieved the course objectives, or how completely they navigated the course sequence. This module explores means to evaluate learning and assess student success and surveys issues related to academic integrity in online learning. It concludes with a discussion around tools and approaches to enhance learning outcomes for students.

Recommended Use: Required
ID (Language): 20550 (English)
Author(s): Amber Webber, PhD - Florida International University; Angela Bruch, PhD - Capella University


FAQs

Who should take the Navigating Online and Hybrid Teaching course?

The suggested audience includes higher education administrators, faculty, postdoctoral fellows, graduate students, and staff members at an institution. The course also may be of interest to corporate trainers and teachers in K-12 settings.

How long does it take to complete the Navigating Online and Hybrid Teaching course?

This course consists of six required modules. The modules contain detailed content and images, case studies, and each module includes a quiz.

Modules vary in length, and learners may require different amounts of time to complete them based on their familiarity and knowledge of the topic. However, the entire course should take about three and a half hours to complete.

What are the standard recommendations for learner groups?

This course is designed such that learners should complete all six required modules in the recommended sequence.

Is this course eligible for continuing medical education credits?

This course does not currently have CE/CME credits available.

Why should an organization subscribe to this course?

Organizational subscriptions provide access to the organization's affiliated members. This allows organizations to meet the professional development training needs of individuals who work in higher education and other settings.


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