Abstract
This qualitative, multiple case study analysis found that faculty use hybrid courses to facilitate learning by creating a continuous learning loop between the in-person and online environments. Connecting learning in both environments helps students acquire and integrate new knowledge, extend and refine knowledge, and use knowledge meaningfully.
Keywords
Hybrid Courses, Dimensions of Learning, Case Studies
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Skibba, K.
(2006).
A Cross-Case Analysis of How Faculty Connect Learning in Hybrid Courses.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2006/papers/49
A Cross-Case Analysis of How Faculty Connect Learning in Hybrid Courses
This qualitative, multiple case study analysis found that faculty use hybrid courses to facilitate learning by creating a continuous learning loop between the in-person and online environments. Connecting learning in both environments helps students acquire and integrate new knowledge, extend and refine knowledge, and use knowledge meaningfully.
