This investigation utilized self-study as an impetus for change in teaching practices for post-tenure faculty. Two instructors collaborated with 33 graduate students enrolled in a teacher research methods course. Across a ten-week term, faculty and students examined both possibilities and challenges created by running parallel class meetings each week (one virtual, one face-to-face).Using social networking tools as well as conventional forms of data gathering, instructors found that, while students appreciated the flexibility that the hybrid design afforded, a majority preferred to attend the face-to-face sessions rather than to take advantage of the online classes. The author discusses possible explanations for attendance patterns and suggests ways that the online option could be enhanced.
Recommended CitationFayne, Harriet R.. (2010). Incorporating Self-Study Methodology into a Hybrid Course Design Experiment. i.e.: inquiry in education: Vol. 1: Iss. 1, Article 9.
Retrieved from: https://digitalcommons.nl.edu/ie/vol1/iss1/9