Hybrid and Intensive Courses

Teaching Theology & Religion

Special Call for Papers

“The Pedagogy of Hybrid and Intensive Courses”

Manuscripts Due November 1, 2018

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?

Due November 1, 2018

Send manuscripts, inquiries or questions, to:

Thomas Pearson
Editor, Teaching Theology & Religion




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