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Remote Teaching & Learning

Guide on tools and scholarship regarding online, hyflex, and/or hybrid teaching and learning

Remote Teaching

Amaka, I. H., & Goeman, K. (2017). Selecting media for effective learning in online and blended courses: A review studyJournal of Educational Multimedia and Hypermedia26(1), 29-59.

 (2019). Hybrid-Flexible Course DesignEdTech Books. Retrieved from https://edtechbooks.org/hyflex.

Boettcher, J., Conrad, R. (2016). How Do Online and Blended Courses Differ from Traditional Courses? In The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, 2nd Edition, pp. 8-12.

Clifton, A., and Kimberly Davies Hoffman (2020). Open Pedagogy Approaches.  Open-source ebook.

Cremers, Petra H. M., Arjen E. J. Wals, Renate Wesselink, and Martin Mulder (2017). Utilization of Design Principles for Hybrid Learning Configurations by Interprofessional Design Teams. Instructional Science 45 (2): 289-309

Leijon, Marie, Björn Lundgren, Faculty of Education and Society, Malmö University, and School development and Leadership (SOL) (2019). Connecting Physical and Virtual Spaces in a HyFlex Pedagogic Model with a Focus on Teacher Interaction. Journal of Learning Spaces 8 (1): 1.

Kelly, Kevin (2020).  COVID-19 Planning for Fall 2020: A Closer Look at Hybrid-Flexible Course Design.  Philosophy on Ed Tech, https://tinyurl.com/y8ga565e.

Kyei-Blankson, L., Godwyll, F., & Nur-Awaleh, M. A. (2014). Innovative blended delivery and learning: Exploring student choice, experience, and level of satisfaction in a hyflex course. International Journal of Innovation and Learning, 16(3), 243-252. 

McGee, Patricia. Abby Reis (2017). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks, 16(4), 8.

Yukselturk, E. and Top, E. (2013). Exploring the link among entry characteristics, participation behaviors and course outcomes of online learners: An examination of learner profile using cluster analysis. British Journal of Educational Technology, 44(5), 716–728. doi:10.1111/j.1467- 8535.2012.01339.x 

 

Engaging Learners

Arghode, V., Brieger, E., & Wang, J. (2018). Engaging instructional design and instructor role in online learning environment. European Journal of Training and Development, 42(7/8), 366-380.

Bigatel, P. M., & Edel-Malizia, S. (2018). Using the “indicators of engaged learning online” framework to evaluate online course qualityTechTrends62(1), 58-70.

Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College teaching54(1), 190-193.

Overstreet, M. (2020). Strategies for Building Community among Learners in Online CoursesCollege Teaching68(1), 45-48.

Accessibility & Equity

Binnewies S., Wang Z. (2019) Challenges of Student Equity and Engagement in a HyFlex Course. In: Allan C., Campbell C., Crough J. (eds) Blended Learning Designs in STEM Higher Education. Springer, Singapore.

Elias, Tanya (2010). Universal Instructional Design Principles for Moodle. The International Review of Research in Open and Distributed Learning 11 (2): 110.  

Heikoop, Will (2013). Blended Identities: Identity Work, Equity and Marginalization in Blended Learning. E-Learning and Digital Media 10 (1): 53-67.

Kaspar, Mackenzie O'Connor (2018). Blended Learning as a Transformative Pedagogy for Equity. NCTE Journal 107 (6): 54-60.


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