Baruch student Jeff Israel talks about his work with Blogs@Baruch, discusses some of the ways hybridization can impact the quality of education, and explains how “self-motivated” students are often the most likely to succeed in hybrid environments.
I think the overwhelming feeling at Baruch, among most students, is that efficiency trumps everything. It’s a business school that teaches not only in its classrooms, but with its model.
Baruch student Sherry Cho shares her thoughts on hybridization, explaining how “keyboard courage” can help some students come out of their shell, and offering reasons for both hope and skepticism about the ways that technology can change the classroom.
Most of the hybrid courses that I’ve taken in the past have been bare bones replications of the classroom setting . . . basically just a posting board. I think that can have some purpose, to foster discussion, but that’s a really limited view of what hybridization can be.
Baruch Student Connor Levens reflects on his experiences in different hybrid courses, shares ideas about strategies for structuring an online space, and explains the varied dynamics at work in “real” versus “online” conversations.
I think there are alternative ways to develop a good connection with a professor, but there isn’t anything that’s going to beat that face to face interaction.
Baruch student Samuel Rubinstein discusses the implications for online work in courses across different disciplines, explains how hybrid courses alter the teacher/student relationship, and laments the constant distractions and physical strain that can accompany digital academic labor.
The issue is, we need to find a way to not get distracted online. Because once you’re online, next thing you know you’re opening up a new tab and then you forget everything you’re doing.
Professor Debra Caplan explains how students in her Theater courses use the city of New York as an experiential laboratory, investigating the theater world outside the classroom while meeting each week to collaborate and reflect on their independent investigations.
My methodology for hybridizing this course has been to take aspects of the curriculum that I’ve taught in the classroom and to build activities around them that they conduct out in real time in real space.
Professor Kannan Mohan explains the benefits of the hybrid model in his courses on Computer Information Systems, where his students work independently online to report and analyze particular digital systems, while meeting once each week to share results and discuss course material.
Instead of having a two and a half hour discussion where I drive everything, they realize that they can do this at their own speed; some students that need more challenge can do what it takes to get that challenge, while some who are behind can use that time to catch up.
Professor Antonietta D’Amelio discusses her use of technology in teaching courses on Italian cinema and literature, the need to create an appropriate balance between physical and digital interactions, and the ways that online spaces can create different entryways into conversations about complex material.
I think you have to rethink your role. What is my role in any classroom? If you want to have them engage in a conversation, then I think you have to take a deliberate step back and perhaps refashion your whole idea of how I’m going to teach this.
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Improving support for hybrid/online instruction at Baruch College will require more focused faculty development, enhanced coordination and collaboration across support areas, and deeper community engagement with the implications of these instructional modes. Read this section for specific suggestions.
Not only do faculty report satisfying experiences in hybrid and online classrooms, but many report that students can be more engaged and productive. Faculty survey responses encourage Baruch College to continue to expand support for a variety of teaching and learning technologies.
Faculty who have participated in professional development activities related to distance education feel well-prepared to teach in those modes. The primary concern of faculty remains effective time management. More work is necessary to identify and build communities of practice around the technologies that can make course management easier.
Students report that hybrid and online courses at Baruch are meeting their expectations, and most would take an online or hybrid course again. Student concerns persist about balancing workload, sufficiently interacting with faculty, and effectively managing time.
Our data indicates that Baruch students who work more than 20 hours per week demonstrate significant interest in taking hybrid and online classes. Though more research is needed, preliminary data suggests that working students believe hybrid and online courses may benefit their overall performance in school.
Due to differences in socioeconomic status, high school achievement rates, and technological issues, transfer students may face additional challenges that can affect their success in hybrid and online courses at Baruch College. This section provides additional details about such challenges that faculty and staff should take into consideration.
The Center for Teaching and Learning (CTL) distributed student and faculty surveys at the beginning and end of the Spring 2015 semester. The surveys were designed to assess student and faculty expectations of and experiences in hybrid and online classes at Baruch College. This section provides information about survey questions, design and respondents.
Student responses revealed an awareness that meaningful instructor interaction and effective communication are central to successful hybrid and online class experiences. Focusing professional development on these aspects of instructions can help promote student satisfaction and success.
