The following was presented at the 2012 annual conference of the National Council for Geographic Education.
Today I’d like to discuss the development of a blended or hybrid introductory physical geography course. I also want to share a preliminary, comparative analysis of student achievement in the hybrid and totally online versions of the course.
Those of us who teach laboratory courses know that they play an important role in science education. In the laboratory students apply the conceptual content of a course. It is also an opportunity for students to socially engage in a less formal, applied, collaborative way to promote learning.
Compared to other types of courses, lab science course have been slower to move online. Jeschofnig & Jeschofnig (2011) found several reasons for why lab science courses are not offered online:
- Uncertainty about how to offer a valid lab component with online courses
- Difficulty moving outside the box…
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