1. Transforming a Traditional Face-to-Face Acts Course to a Hybrid Course
Dr. Karen Buchanan
Director, Teacher Education
Cascade College
Oklahoma Christian University
James Dvorak, M.A., M.Div.
Director, North Institute for Educational Technology
Oklahoma Christian University
11/12/2018

2. Introduction Course: Context of Study Conceptual Basis for study
Life of the Early Church: Acts
Required course
Context of Study
ThinkPad University
Standard hardware
Standard software
Wireless campus
Blackboard
Culture change
Conceptual Basis for study
Learner-centered education
Collaborative learning
Formative assessment
7 Principles of Good Practice in Undergraduate Education
Context:
--began strategic planning in late 90’s, main driver of planning: pedagogy
--part of the plan was to implement an e-Campus
--ThinkPad U
--Wireless network (100Mb connection to Internet)
--Blackboard
**All of this led to a major culture change, for both students and faculty!**
11/12/2018

3. Case Study Participants: 37 freshman-level students
83% years old; 10% years old; 7% 25 or older
90% residential students and had 24/7 access to technology
11/12/2018

4. “The Internet changes everything.”
I’m sure someone more insightful than me has said this
[samples]
“The most dramatic changes are driven
not by the technology itself
but rather by its applications.”
Duderstadt, Atkins, Van Houweling, 2003
11/12/2018

5. Elements of Course Lectures: Collaborative work Outside course via Bb
Streaming audio with synchronized slides
Additional related materials online
Collaborative work
Team projects
Grouping criteria
Keirsey & Learning Style
Limited self-selection
11/12/2018

6. Incorporated Technologies
Blackboard
Message boards (for teams and class)
Virtual classroom/synchronous chat
File sharing/digital drop box
Streaming Media (now can be done easily with MS Producer)
Microsoft NetMeeting
Microsoft Word collaboration tools
Adobe Acrobat
11/12/2018

7. Assessments Formative Summative Online quizzes
Feedback on project work
Peer review
Summative
Milestone assignments
Final project
Summative peer review on final project
11/12/2018

8. Case Study Findings (2002SP)
Global questions
Too much/too little technology? (about 50% yes /50% no)
Prefer traditional class format over chosen format? (56% yes)
Format questions (these have changed since study)
Did technology help or hinder relationship with teacher? (52% helped; 34% hindered)
Did technology enhance ability to learn? (50% yes)
Prefer lectures online or in class? (50 online /50 F2F)
Prefer formative nature of quizzes or summative? (majority yes)
Prefer milestone assignments or exams? (80% milestones)
Prefer format of class? (78% prefer hybrid; 0% wanted completely online)
Questions about collaboration
Prefer face-to-face or online teamwork? (59% prefer F2F; but flexible)
Prefer the group selection procedure? (wanted more diversity)
11/12/2018

9. Lessons Learned Group selection
More balanced approach to lecture (in class v. out of class)
Incorporate more formative assessment on projects
More intergroup collaboration
11/12/2018

10. Implications for Others
Pedagogically sound strategies for others to try
Conceptual basis and experience of course stimulates conversation about learning and instruction
Provides faculty development opportunities
11/12/2018

11. Contact Information
Dr. Karen Buchanan
James Dvorak, M.A., M.Div.
11/12/2018