This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in ISI Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Katz, S. M. Search for Related Content Social Bookmarking                   What's this?

Assessing a Hybrid Format

North Carolina State University, Raleigh, Susan_Katz{at}ncsu.edu

As college instructors endeavor to integrate technology into their classrooms, the crucial question is, "How does this integration affect learning?" This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results.

Key Words: assessment • online modules • hybrid course • business communication

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?