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Hybrid and Traditional Course Formats

Hybrid and Traditional Course Formats

Dan Baugher, Andrew Varanelli, Ellen Weisbord
Copyright: © 2009 |Pages: 6
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch156
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MLA

Baugher, Dan, et al. "Hybrid and Traditional Course Formats." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 1101-1106. https://doi.org/10.4018/978-1-60566-198-8.ch156

APA

Baugher, D., Varanelli, A., & Weisbord, E. (2009). Hybrid and Traditional Course Formats. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 1101-1106). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch156

Chicago

Baugher, Dan, Andrew Varanelli, and Ellen Weisbord. "Hybrid and Traditional Course Formats." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 1101-1106. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch156

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Abstract

The use of technology as a teaching tool, for example, self-paced programmed instruction, has a long history. However, developments in “high tech” support have considerably broadened the choice and viability of alternative learning contexts and the question of the value of technology for learning has been argued on both sides. There are those who assert that technology has no influence on learning under any circumstances (Clark, 1983). Rather, it affects only the cost or extent of instructional delivery. It is the quality of instruction itself that impacts learning (Clark, 1994). Others claim that the characteristics and capabilities of various technologies do indeed interact with learners, and that effects vary based on characteristics of both the technology and the learner (Kozma, 1991).

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