Autor/Autorin: Castillo Diana
Diana Gonzalez-Castillo, Ed. D. Educational Leadership, Sam nHouston State University; M. Ed., Guidance & Counseling, Texas nA & M University. Served 2 years, College President, Houston nCommunity College, Southeast College. Currently serves as nCollege Operations Officer (HCC District) at Coleman College for nHealth Sciences, Houston, Texas.
Over 54 million adults in the nation´s labor force lack a college degree. Adult learners need convenient, flexible, and innovative educational pathways to help them succeed in college. Community colleges, major providers of higher education, are in a good position to meet the untapped potential of adult learners. This book examines the attitudes of community college faculty regarding the effectiveness of hybrid courses. Hybrid courses are defined as courses that replace at least half of the face-to-face class sessions with virtual online forums and web-based instructional activities through the use of a course management system. A review of available literature revealed a lack of research regarding faculty attitudes and experiences involving hybrid courses. The impact of the hybrid instructional method is timely and extends the related research. Hybrid courses appear to hold pedagogical benefits, in particular, for engendering active, experiential, reflective, and collaborative learning that are especially attractive for adult learners because students can pace and direct their own learning.
Over 54 million adults in the nation s labor force
lack a college degree. Adult learners need
convenient, flexible, and innovative educational
pathways to help them succeed in college. Community
colleges, major providers of higher education, are
in a good position to meet the untapped potential of
adult learners. This book examines the attitudes of
community college faculty regarding the
effectiveness of hybrid courses. Hybrid courses are
defined as courses that replace at least half of the
face-to-face class sessions with virtual online
forums and web-based instructional activities
through the use of a course management system. A
review of available literature revealed a lack of
research regarding faculty attitudes and experiences
involving hybrid courses. The impact of the hybrid
instructional method is timely and extends the
related research. Hybrid courses appear to hold
pedagogical benefits, in particular, for engendering
active, experiential, reflective, and collaborative
learning that are especially attractive for adult
learners because students can pace and direct their
own learning.
Diana Gonzalez-Castillo, Ed. D. Educational Leadership, Sam
Houston State University; M. Ed., Guidance & Counseling, Texas
A & M University. Served 2 years, College President, Houston
Community College, Southeast College. Currently serves as
College Operations Officer (HCC District) at Coleman College for
Health Sciences, Houston, Texas.
Über den Autor
Diana Gonzalez-Castillo, Ed. D. Educational Leadership, Sam
Houston State University; M. Ed., Guidance & Counseling, Texas
A & M University. Served 2 years, College President, Houston
Community College, Southeast College. Currently serves as
College Operations Officer (HCC District) at Coleman College for
Health Sciences, Houston, Texas.
Klappentext
Over 54 million adults in the nation's labor force
lack a college degree. Adult learners need
convenient, flexible, and innovative educational
pathways to help them succeed in college. Community
colleges, major providers of higher education, are
in a good position to meet the untapped potential of
adult learners. This book examines the attitudes of
community college faculty regarding the
effectiveness of hybrid courses. Hybrid courses are
defined as courses that replace at least half of the
face-to-face class sessions with virtual online
forums and web-based instructional activities
through the use of a course management system. A
review of available literature revealed a lack of
research regarding faculty attitudes and experiences
involving hybrid courses. The impact of the hybrid
instructional method is timely and extends the
related research. Hybrid courses appear to hold
pedagogical benefits, in particular, for engendering
active, experiential, reflective, and collaborative
learning that are especially attractive for adult
learners because students can pace and direct their
own learning.
