Year: 2024
Type: article
Abstract: As a result of the COVID-19 pandemic, hybrid learning environments went from scarce offerings on some post-secondary campuses to a pervasive presence across most campuses. In some instances, hybrid courses were implemented in haste with minimal planning by educators and a lack of essential training and support for instructors. This action research study documents an instructor’s insights gained from implementing a hybrid modality algebra course at a community college in the southwestern United States during a pandemic in the 2020-2021 academic year.
DOI: 10.61617/jnoss.36
Authors: Shannon Bishop, Linda Reichwein Zientek, Susan Troncoso Skidmore
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4402260247