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Flexible hybrid format in university curricula to offer students in-subject choice of study mode: an educational design research project

journal contribution
posted on 11.01.2021, 04:01 by M Colasante, J Bevacqua, Stephen Muir
https://ro.uow.edu.au/jutlp/vol17/iss3/9

© 2020, University of Wollongong. All rights reserved. In a digital era where people may experience seamless control in determining their interactions with the world via analogue and digital modes, this paper challenges the need for a university-determined position on whether study need be designated as on-campus, online, or a predetermined mix of each. In a university in Australia, several subjects were designed in a flexible hybrid format where students were offered flexibility to create their own learning pathway via online or on-campus mode, changing as it suited and regardless of their original enrolment mode in the subject. The curriculum model was conceptualised and deployed using educational design research, involving three designed and taught subjects and a further two designed-only subjects (i.e. not yet taught) to help test the concept in contrasting contexts. Insights on the new model were gained from participating teachers, their students, and online analytics. Using the experiences of the trial as the basis of this discussion paper, one practical step and its related challenges are shared in working toward a hybrid pedagogy, with associated design principles extrapolated.

History

Publication Date

03/08/2020

Journal

Journal of University Teaching and Learning Practice

Volume

17

Issue

3

Article Number

9

Pagination

17p. (p. 1-17)

Publisher

University of Wollongong

ISSN

1449-9789

Rights Statement

The Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

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