Discussion
"The most powerful technologies are the ones that “do the most work,” achieving the end. But there is a paradox in the human use of technology: the more powerful and indispensable the technology becomes, the more it becomes invisible, because it becomes assumed" (Beatham, 2009, p.65)
The findings demonstrate that creation of a hybrid course is a complex process that, even for an experienced teacher, does not equal immediate success. The development of a participatory culture in a graduate level hybrid course requires pedagogical choices that consider students' prior experiences, their need for dialogue and collaboration, and the ability to apply what they are learning to their praxis as educators.
The Need for a Participatory Approach
- Students' differing experiences and comfort level with technology highlight the importance of creating a culture in which risk taking and failure become the norms in the community.
- Students may experience technical difficulties that cannot be alleviated through their peers
- Students are given a choice in the topics of assignments which supports the diversity of the students' experiences and allows the assignments to be tailored to the students' needs and desires
- Pedagogical choices informed by constructivist approaches to learning give students agency to direct their own learning in ways that apply to their practice while still meeting the objectives of the course. Students are able to reflect on the theories learned, analyze the activities they participate in, and apply the knowledge gained to their praxis as educators.
The Need for Meaningful Learning Experiences Online
Despite tensions that existed in the community 53% of students' surveyed felt it was "very important" and 40% stated it was "important" that their future instructors provide an online space to communicate and collaborate online.
Students are looking for ways to further connect with their peers in online formats in ways that are valuable to their learning experience that move beyond Moodle as a source for delivering content and posting to discussion forums. What appeared to be the most valuable aspects of working on line was the ability to present their work and discuss their work with their peers both online and face-to-face.
Students' desires for casual online responses conflict with faculty members' expectations of online conversations which should engage students in academic discourse. Online participation in hybrid courses typically involves the implementation of discussion forums.
Course Design and Faculty Development
We are at "a point where faculty are really pushed outside their comfort zones"
From students' perspectives Moodle does not "feel like a natural addition to the class" and there was "little variation" from one course to another, it does not become an integral part of the face-to-face classroom (Gomez & Duart, 2012).
The students' responses indicate there is a divide between professors' use of Moodle in the College of Education (COE) at Ambrose.
The implications are that students are aware that there is a wide participation gap among faculty members in regard to their comfort levels with and ability to use learning management systems. These findings also indicate there is a need for more faculty development opportunities on emerging practices of online instruction that provide resources on how the online components of a hybrid course can be used a collaborative space.