Project Realities: Shifting Course Delivery Method

Patricia McGee (The University of Texas at San Antonio, USA) and Michael Anderson (The University of Texas at San Antonio, USA)
Copyright: © 2013 |Pages: 133
EISBN13: 9781466648388|DOI: 10.4018/978-1-4666-4237-9.ch007
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Meeting the demands of students who expect convenience, affordability, and a quality education has required that institutions of higher learning find ways to offer programs in multiple delivery modes. Blended or hybrid course delivery requiring course meetings both on campus and online is a growing model that addresses institutional challenges of classroom availability, technology use in courses, improvement of four-year graduation rates when more courses are offered, and flexibility in attendance through multiple course delivery options. This case study describes an institutional strategic initiative, the Summer Hybrid Academy, which supported faculty members in the transition from campus-based classroom courses to technology-infused hybrid courses. Year One of the Academy was planned without using a project management approach, and Year Two was offered with a project management approach that improved results.
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