Session Title

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

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May 10th, 10:00 AM

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