Online, Hybrid, and MOOCs: Should We be Flipping Out? (A Roundtable)
Sponsoring Organization(s)
Special Session
Organizer Name
Kate McGrath
Organizer Affiliation
Central Connecticut State Univ.
Presider Name
Kristine Larsen
Presider Affiliation
Central Connecticut State Univ.
Paper Title 1
Panelist
Presenter 1 Name
Kate McGrath
Paper Title 2
Panelist
Presenter 2 Name
April Harper
Presenter 2 Affiliation
SUNY-Oneonta
Paper Title 3
Panelist
Presenter 3 Name
Thomas Leek
Presenter 3 Affiliation
Univ. of Wisconsin-Stevens Point
Paper Title 4
Panelist
Presenter 4 Name
Andrew Reeves
Presenter 4 Affiliation
Middle Georgia State College
Paper Title 5
Panelist
Presenter 5 Name
Máire Johnson
Presenter 5 Affiliation
Elizabethtown College
Paper Title 6
Panelist
Presenter 6 Name
Nicole Lopez-Jantzen
Presenter 6 Affiliation
Queensborough Community College, CUNY
Paper Title 7
Panelist
Presenter 7 Name
Linsey Hunter
Presenter 7 Affiliation
Univ. of the Highlands and Islands
Start Date
10-5-2014 10:00 AM
Session Location
Bernhard Brown & Gold Room
Description
This will be a roundtable discussion of the growing use, and concerns with the use, of technology in the classroom. It will provide a balanced perspective on the development of new forms of pedagogy from online courses, hybrid courses or flipped classrooms (part online and part face-to-face), and MOOCs (Massive Open Online Courses).
There is a growing discussion among academics and the public about the appropriateness of online education for higher education. Much of this is centered on the declining public support for state funding of higher education institutions and the rising concern of the cost to college students. Online courses appear to many to be a possible solution, allowing for the education of more students with fewer faculty, especially fewer full-time faculty. At the same time, there are those in higher education who laud the pedagogical advancements offered by such technology, allowing content delivery to move online and freeing up classroom time for active learning and skill development activities. Such advocates for so-called "flipped" classrooms argue that students are better educated in the longterm as their ability to grasp key concepts and develop fundamental analytical skills is much improved from actually "doing" their subject.
This roundtable will focus on this debate as it applies to medieval studies. It will address the benefits and challenges of online education across a range of levels and disciplines in medieval studies, and it will offer experience from a range of people who have experimented with different online technology and techniques. It will specifically consider the development of online and hybrid models for the survey and advanced courses in different content areas. It will also try to get a range of different types of institutions, from large to size, from public to private. One of the areas of agreement among academics who support or resist the development of more online education is the need for more voices among the faculty (both full and part-time) to contribute to the discussion and help shape the future of higher education. This panel will ensure that medieval studies does not get left out of this important debate.
Kate McGrath
Online, Hybrid, and MOOCs: Should We be Flipping Out? (A Roundtable)
Bernhard Brown & Gold Room
This will be a roundtable discussion of the growing use, and concerns with the use, of technology in the classroom. It will provide a balanced perspective on the development of new forms of pedagogy from online courses, hybrid courses or flipped classrooms (part online and part face-to-face), and MOOCs (Massive Open Online Courses).
There is a growing discussion among academics and the public about the appropriateness of online education for higher education. Much of this is centered on the declining public support for state funding of higher education institutions and the rising concern of the cost to college students. Online courses appear to many to be a possible solution, allowing for the education of more students with fewer faculty, especially fewer full-time faculty. At the same time, there are those in higher education who laud the pedagogical advancements offered by such technology, allowing content delivery to move online and freeing up classroom time for active learning and skill development activities. Such advocates for so-called "flipped" classrooms argue that students are better educated in the longterm as their ability to grasp key concepts and develop fundamental analytical skills is much improved from actually "doing" their subject.
This roundtable will focus on this debate as it applies to medieval studies. It will address the benefits and challenges of online education across a range of levels and disciplines in medieval studies, and it will offer experience from a range of people who have experimented with different online technology and techniques. It will specifically consider the development of online and hybrid models for the survey and advanced courses in different content areas. It will also try to get a range of different types of institutions, from large to size, from public to private. One of the areas of agreement among academics who support or resist the development of more online education is the need for more voices among the faculty (both full and part-time) to contribute to the discussion and help shape the future of higher education. This panel will ensure that medieval studies does not get left out of this important debate.
Kate McGrath