Chuck Dziuban<\/a>‘s work at UCF that the ambivalent surveys are where the meat is). They prefer classroom to online, which makes sense since some didn’t even know it was a hybrid anyway. They may indeed prefer being “fed” information during class time. Our in-class discussions indicate they retain little from the online materials, even when they’ve taken a quiz on it the night before class and gotten a good score. Factual questions are hardly ever answered correctly in class. They are only willing to engage in enthusiastic conversation on historical topics I frame in such a way that they need know nothing but their own opinion, so class discussions tend to focus on adapting this opinion in light of what I say right there in discussion (which, to me, is kind of like lecturing).<\/p>\nIt is possible that the informality of the in-class discussions, where I try to use the primary source readings as a jumping off point into that week’s topics, don’t demand enough. For each class, I once gave a review no-points “quiz” at the start of class, questions on factual information with fill-in answers. I had them start by doing it separately, then in pairs, then with the full (though small) class. If it had been a real quiz, the success rate would have been 40-50% independently. After the survey, one student said I should do that more. It made me wonder whether I should repeat the quiz they took on line at the beginning of each class.<\/p>\n
They made other suggestions too, most of them based on giving them some sort of test or quiz for points, in the classroom. I asked if we really still need to do carrot-and-stick stuff in college, and got a positive response. One said that in another (regular) class he has, all the discussion is online (but few do it) and the professor only lectures for the full class time, twice a week. I asked him to be honest about in which class he was learning more. He said he got more “stuff” (i.e. information) in that class, but more depth in my class. He’s in my class for every class session, but has done only 3 of the 13 assigned online quizzes.<\/p>\n
I have come to the conclusion from this experience that, all arguments to the contrary (because so many of our students take both online and on-site classes), there is an online student type and an on-site student type<\/em>. Students who take a class at San Elijo campus are on-site students, and expect a standard classroom experience. This does not seem to be true at Oceanside campus, where the History hybrid sections are still well enrolled. I do not think these sections are flipped in terms of pedagogy. I have offered my survey to instructors at this campus so we can get some data there.<\/p>\nObviously, given the enrollments, I will be unable to repeat my experiment. In fall, I will be back to a standard twice weekly class in this timeslot. I was going to flip it, but now I’m really not sure that’s a good idea. Instead, I will likely go back to having them do their computer-based research work right there in the classroom (Lab Day<\/a>), on their laptops, so they will be working in class. And it’s too bad. I thought I had a great opportunity here to lead the kind of seminar I experienced as an undergraduate. But, of course, I did my work and wanted to talk about what I’d read. I simply wasn’t able to replicate that model, even with a hybrid format.<\/p>\n","protected":false},"excerpt":{"rendered":"My first hybrid classes since 1999 started off inauspiciously, with low enrollments (Western Civ 31 at first day down to 22 at census, US History 25 at census). The campus is our satellite San Elijo campus, up the street from Rancho Santa Fe (a wealthy enclave) and up the I-5 from UCSD. The format in […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","jetpack_post_was_ever_published":false},"categories":[10,13],"tags":[],"class_list":["post-1752","post","type-post","status-publish","format-standard","hentry","category-online-teaching","category-pedagogy"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/posts\/1752","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/comments?post=1752"}],"version-history":[{"count":1,"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/posts\/1752\/revisions"}],"predecessor-version":[{"id":9953,"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/posts\/1752\/revisions\/9953"}],"wp:attachment":[{"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/media?parent=1752"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/categories?post=1752"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lisahistory.net\/wordpress\/wp-json\/wp\/v2\/tags?post=1752"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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My first hybrid classes since 1999 started off inauspiciously, with low enrollments (Western Civ 31 at first day down to 22 at census, US History 25 at census). The campus is our satellite San Elijo campus, up the street from Rancho Santa Fe (a wealthy enclave) and up the I-5 from UCSD. The format in the schedule was unusual. Most classes meet twice a week in the daytime or once in the evening. These meet Mondays only 11-12:15 (West) and Wednesdays only 11-12:15 (US). A standard MW 11-12:15 class normally fills at 40 students or gets close.<\/p>\n