000			02173cam a2200397 a 4500
999			_c21454 _d21454
001			16574295
003			AUA.1
005			20190212182824.0
008			101210s2011 vaua b 001 0 eng
010			_a 2010052315
020			_a9781579224226 (alk. paper)
020			_a1579224229 (alk. paper)
020			_a9781579224233 (pbk. : alk. paper)
020			_a1579224237 (pbk. : alk. paper)
020			_a9781579226039 (library networkable eedition)
020			_a1579226035 (library networkable eedition)
020			_a9781579226046 (consumer eedition)
020			_a1579226043 (consumer eedition)
035			_a(OCoLC)ocn692084845
040			_aDLC _cDLC _dYDX _dYDXCP _dDLC
050	0	0	_aLB1027.23 _b.C24 2011
082	0	0	_a371.3 _222
100	1		_aCaulfield, Jay, _d1949-
245	1	0	_aHow to design and teach a hybrid course : _bachieving student-centered learning through blended classroom, online, and experiential activities / _cJay Caulfield ; foreword by Alan Aycock.
250			_a1st ed.
260			_aSterling, Va. : _bStylus Pub., _c2011.
300			_axii, 251 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references and indexes.
505	0		_aIntroduction: what is hybrid? -- Theoretical applications -- Experiential learning -- Planning your hybrid course: critical questions to consider -- Designing and teaching your hybrid course -- Discussion as a way of learning in a hybrid course -- Providing and soliciting student feedback -- Using small groups as a learning strategy -- Meeting student expectations -- Enhancing teaching through the use of technology -- Interview data -- What students say about hybrid -- What the best hybrid teachers say -- What the best hybrid teachers do -- Concluding chapter -- Conclusion: coming full circle, future research & final reflections.
650		0	_aStudent-centered learning.
650		0	_aBlended learning.
650		0	_aLesson planning. _915855
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBOOK _hLB 1027.23 _i.C24 2011