Journal of Business and Technical Communication Jan 2008

Assessing a Hybrid Format

Susan M. Katz North Carolina State University

Abstract

As college instructors endeavor to integrate technology into their classrooms, the crucial question is, “How does this integration affect learning?” This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results.

Journal
Journal of Business and Technical Communication
Published
2008-01-01
DOI
10.1177/1050651907307710
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Topics
teacher development assessment professional writing digital rhetoric disability studies affect and writing book reviews
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Citation Context

Cited by in this index (2)

  1. Faris et al. (2013)
    iPads in the Technical Communication Classroom: An Empirical Study of Technolog…
    Journal of Business and Technical Communication
  2. Boettger (2010)
    Rubric Use in Technical Communication: Exploring the Process of Creating Valid …
    IEEE Transactions on Professional Communication

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CrossRef global citation count: 7 View in citation network → Build reading path →

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