Hybrid and Intensive Courses

Teaching Theology & Religion

Special Call for Papers

“The Pedagogy of Hybrid and Intensive Courses”

Deadline extended: January 1, 2019

The past decade or so has seen an astounding explosion of alternative course structures, including:

  • fully online courses;
  • online courses augmented by intensive face to face components;
  • intensive weekend courses and/or evening courses with and without online components;
  • technology classrooms that bring distant students into a face to face classroom;
  • classrooms moved off-site to hospitals, prisons, or social service agencies.

Today’s faculty, raised and enculturated in the traditional 3-hours-a-week, semester-long, course structure, have a need to rethink the pedagogies that are appropriate and effective in this new world of hybrid and intensive and non-traditional classrooms. Relying on instinctive teaching habits, formed in a now antique higher educational context, is not likely to result in effective student learning.

In a 2000 word essay:

1. Provide a brief overview of the teaching context (characterizing your institution, your students, your course, student learning outcomes, etc.)
2. Provide a brief description of the structure of the hybrid-online-intensive course;
3. Briefly name and analyze the pedagogical challenges of the course’s structure;
4. Briefly describe and analyze the success or failure of a few examples of the pedagogical choices you’ve made for this course structure;
5. Reflect briefly on how the course structure might be altered, ideally, for more effective pedagogy and student learning?

Deadline extended: January 1, 2019

Send manuscripts, inquiries or questions, to:

Thomas Pearson
Editor, Teaching Theology & Religion




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