Assessing a Hybrid Format

Journal of Business and Technical Communication Jan 2008

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
Open Access: Closed
Topics: multimodality affect and writing

Citation Context

Cited by in this index (1)

Faris et al. (2013)

iPads in the Technical Communication Classroom

Journal of Business and Technical Communication

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Also cites 3 works outside this index ↓

10.2307/357655

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10.1080/03634520302470

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10.3102/00346543062003279

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