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Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments

Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments

Stephanie Babb, Cindy Stewart, Ruth Johnson
Copyright: © 2018 |Pages: 23
ISBN13: 9781522554721|ISBN10: 1522554726|EISBN13: 9781522554738
DOI: 10.4018/978-1-5225-5472-1.ch056
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MLA

Babb, Stephanie, et al. "Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments." Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1102-1124. https://doi.org/10.4018/978-1-5225-5472-1.ch056

APA

Babb, S., Stewart, C., & Johnson, R. (2018). Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments. In I. Management Association (Ed.), Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 1102-1124). IGI Global. https://doi.org/10.4018/978-1-5225-5472-1.ch056

Chicago

Babb, Stephanie, Cindy Stewart, and Ruth Johnson. "Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments." In Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1102-1124. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5472-1.ch056

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Abstract

Hybrid courses are a blend of traditional and online courses. Chickering and Gamson (1987) identified Seven Principles of Good Practice in Undergraduate Education; these principles have been repeatedly tested in online and traditional courses, and shown to be effective at meeting learning outcomes. In order to apply the seven principles to hybrid courses, instructors should: encourage contact and communication between themselves and the students; provide multiple opportunities for interactions between students; create well-designed student-presented projects and assignments that require participation, engagement, and feedback; provide prompt feedback on both assignments and inquiries; establish both deadlines and expectations for time spent on learning assessments; communicate high expectations for the course through a well-designed syllabus, challenging assignments, and praise for excellent performance; and allow students autonomy in assignment topics.

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