000 | 01791cam a2200313 a 4500 | ||
---|---|---|---|
001 | 16574295 | ||
003 | APU | ||
005 | 20150723142249.0 | ||
008 | 101210s2011 vaua b 001 0 eng | ||
010 | _a 2010052315 | ||
020 | _a9781579224233 (pbk.) | ||
020 | _a1579224237 (pbk.) | ||
035 | _a(OCoLC)ocn692084845 | ||
040 |
_aDLC _cDLC _dANA |
||
050 | 0 | 0 |
_aLB1027.23 _b.C38 2011 |
082 | 0 | 0 |
_a371.3 _222 _bCAU 2011 |
100 | 1 |
_aCaulfield, Jay, _d1949- _93304 |
|
245 | 1 | 0 |
_aHow to design and teach a hybrid course : _bachieving student-centered learning through blended classroom, online, and experiential activities / _cJay Caulfield ; foreword by Alan Aycock. |
260 |
_aSterling, Va. : _bStylus Pub., _c2011. |
||
300 |
_axii, 251 p. : _bill. ; _c24 cm. |
||
504 | _aIncludes bibliographical references and indexes. | ||
505 | 0 | _aIntroduction: what is hybrid? -- Theoretical applications -- Experiential learning -- Planning your hybrid course: critical questions to consider -- Designing and teaching your hybrid course -- Discussion as a way of learning in a hybrid course -- Providing and soliciting student feedback -- Using small groups as a learning strategy -- Meeting student expectations -- Enhancing teaching through the use of technology -- Interview data -- What students say about hybrid -- What the best hybrid teachers say -- What the best hybrid teachers do -- Concluding chapter -- Conclusion: coming full circle, future research & final reflections. | |
650 | 0 |
_aStudent-centered learning. _93305 |
|
650 | 0 |
_aBlended learning. _93306 |
|
650 | 0 |
_aLesson planning. _93307 |
|
906 |
_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg |
||
942 |
_2lcc _cBook |
||
999 |
_c1325 _d1325 |