Strengthening the Conversation in Blended and Face-to-Face Courses: Connecting Online and In-Person Learning with Crossover Protocols

Autor/in	Perrow, Margaret
Titel	Strengthening the Conversation in Blended and Face-to-Face Courses: Connecting Online and In-Person Learning with Crossover Protocols
Quelle	In: College Teaching, 65 (2017) 3, S.97-105 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2017.1300869
Schlagwörter	Blended Learning; Online Courses; Conventional Instruction; Constructivism (Learning); Alignment (Education); College English; Educational Strategies; Classroom Techniques; Protocol Analysis; Curriculum Implementation; Discussion (Teaching Technique); Teaching Methods + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrstrategie; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There is currently strong and widespread support among university administrators for blended learning at the college level, or courses that incorporate some degree of online instruction. As instructors are called on to incorporate online and face-to-face elements into their instruction, they face the critical question of how to intentionally connect the two modalities in ways that strengthen learning. This article first outlines the historical context of social-constructivism's presence in online instruction, and then presents a rationale for the use of "crossover" discussion protocols that connect online forums and face-to-face discussions. The article argues that by drawing deliberately on the benefits of both online and in-person learning environments, crossover protocols help students make more insightful connections among ideas and push their own--and each others'--thinking in unexpected ways. A set of crossover protocols is then provided, along with considerations for implementing them effectively. These practical strategies for facilitating conversations across the two modalities were developed in the author's undergraduate and graduate level courses in English and education and are adaptable across course levels and disciplines. The article concludes with a discussion of how students experience the learning benefits of crossover protocols. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01