With growing competition in an increasingly
global market, American colleges and universities face an escalating
challenge of offering quality education to students in the 21st
century. Time constraints for students who are balancing family
responsibilities and full-time jobs create a need for flexible
instructional alternatives (Askov & Simpson, 2002; Braziller & Hegeman,
2000; Jonassen, 2002). One alternative to traditional face-to-face
learning has been online education. Universities continue to experience
exponential growth in distance learning, offering traditional and
non-traditional students an opportunity for educational advancement (Martyn,
2003). However, the numerous benefits of online instruction do not
“replace the human factor in higher education” (Phipps & Merisotis &
1999, p. 31). Hybrid learning bridges the gap between traditional
learning and online instruction, providing the best of both worlds for
students and instructors by utilizing technology and face-to-face
interaction (Martyn, 2003; Ward, 2004). Hybrid instruction offers an
excellent format for institutions to ensure quality education and
implement best practices in college teaching (Martyn, 2003). The use and
application of hybrid instruction and technology in counselor education
enhances students’ overall learning experiences and promotes a learning
community where best practices thrive.
Best of Both Worlds
Distance learning provides
students an occasion to continue their educational opportunities with
flexibility and accessibility that might otherwise be impractical or
impossible due to distance (Herman, Lam, & Tolentine, 2000).
Asynchronous learning establishes learning communities where students
can learn anywhere and at any time (Bourne, McMaster, Reiger, &
Campbell, 1997) and show up for “class” to post and answer questions at
their convenience (Northrup, 2002). Asynchronous learning allows time to
reflect on course content and process and apply information that
contributes to a greater understanding of the material (Huang, 2002).
Online learning allows students
to develop learning communities and enjoy student-student interaction
with education shifting from teacher-focused, lecture-based passive
learning to learner-centered active learning (Lan, 1999; Martyn, 2003).
Interactivity in online courses sometimes exceeds face-to-face classroom
interaction and promotes communication and relationships with diverse
populations (Herman et al, 2000; Muirhead, 2002). The process of
accessing, creating and sharing information and articulating knowledge
of newly learned material provides structure for the student’s learning
process. Presenting real-world problems and contexts allows critical
discussion among students within the learning community. Students create
and acquire knowledge, assimilate multiple learning perspectives,
utilize problem-solving skills, and organize the integration of
higher-order thinking (Jonassen, 1995; Reisier & Dempsey, 2002).
Other benefits include students
who work at their own pace and experience increased accountability and
responsibility for learning, and the instructor becomes more of a
facilitator and guide to information (Arrant, Coleman, & Daniel, 2002).
Online learning allows students to assume leadership roles in the
learning community by facilitating course discussion, posting
thought-provoking questions, and taking responsibility for seeking out
special resources for the class (Krieger & Stockton, 2004). Quiet and
non-assuming students who would never speak out in a traditional
classroom setting may gain confidence in online classes and find
themselves coming forth as leaders.
Numerous studies have compared
the benefits of online instruction to traditional classroom learning
(Dutton & Dutton, 1999; Miller, Cohen, & Beffa-Negrini, 2001; Tucker,
2001). In traditional classroom settings, instruction is delivered
face-to-face with the professor and students in the same location at the
same time, with course content taught by lecture in a
“professor-centered” classroom. In online courses most of the
instruction occurs in Web-based components such as asynchronous threaded
discussions, e-mail, synchronous chat with real time questions and
answers, Internet activities, PowerPoint presentations, instructor
lecture notes, links to resources and textbook websites, chapter
questions, and automatically graded exams (Arant et al., 2002; Cooper,
2002; Martyn, 2003; Ward, 2004).
Research indicates that learning and
teaching at a distance can be as successful as traditional education if
three elements are present: “ the method and technologies used are
appropriate to the instructional tasks; there is student-to-student
interaction; and there is timely teacher-to-student feedback” (Moore &
Thompson, 1990; Verdim & Clark, 1991, as cited in Woodard, Rokutani,
Gressard & Berg, 2002, ¶ 5). Instructional format has little impact as
long as course design is suitable to the content being offered and all
students have access to the same technology (Arant et al., 2002;
Woodford, et al., 2002).
Hybrid online instruction combines the
convenience and flexibility needed by many students with the contact and
familiarity of face-to-face interaction in a traditional setting. The
hybrid-learning model offers the best aspects of distance learning and
relational components that characterize face-to-face classroom education
(Martyn, 2003). Web-based distance learning integrated with classroom
teaching creates a hybrid model for a teaching paradigm that promotes an
active learning environment and capitalizes on the powerful dynamics of
student-student and student-faculty interaction (Marques, Woodbury, Hsu,
& Charitos, 1998). The challenge is to discover the most favorable
combination of online and face-to-face instruction that will promote the
advantages of online learning while encouraging quality faculty-student
interaction (Martyn, 2003).
The blend of online and face-to-face
instruction create a rich learning experience more powerful than either
approach on its own (“Reasons To Go Hybrid,” 2001). “Reasons To Go
Hybrid” (2001) discovered the characteristics of exemplary online
courses to include the following elements: “feature abundant, timely
feedback; feature learning by doing; feature judicious use
of technologies; demonstrate attributes recognized in effective
classroom teaching” (p. 7). Hybrid courses can easily incorporate the
seven principles of good practice in higher education using technology’s
multiple capabilities (Chickering & Ehrmann, 1996; Chickering & Gamson,
1987). The seven principles include student-faculty contact,
student-student collaboration, active learning, prompt feedback,
emphasizing time on task, communicating high expectations, and
respecting diverse talents (Chickering & Gamson, 1987). Other best
practices of college teaching (Bain, 2004; Berk, 2002) include
instructor’s motivational factors (e.g., acknowledging
enthusiasm, course enjoyment and interest in content and the ability to
stimulate student interest and thought), methodological factors
(pedagogical knowledge and skills that address course organization,
teaching techniques and knowledge), and personal factors
(including the use of personal strengths, sense of humor, experiences,
and interest in students).
In summary, the hybrid-learning
model offers the best aspects of distance learning and face-to-face
classroom interaction (Martyn, 2003). It also facilitates implementation
of best practice in college teaching (Bain, 2004; Bonwell & Eison, 1999;
Chickering & Gamson, 1987; Chickering & Ehrmann, 1996; McKeachie,
2001). Thus, developing hybrid graduate courses would create the best of
both worlds for students and faculty.
Hybrid Instruction in Counselor Education
The use of online classrooms in
post-secondary and corporate settings appears to be gaining momentum;
however, in the field of counseling the use and application of online
instruction and instructional technologies has not advanced as quickly
as in other disciplines (Askov & Simpson, 2002; Jonassen, 2002).
Ethical considerations and questionable effectiveness of online
instruction may contribute to infrequent application of online learning
in counseling education and practice (Krieger, 2004). The research
literature specific to the use of technology and online instruction in
counselor education is sparse (Hayes, 1999; Karper, Robinson, & Casado,
2005). Little is known about the use of technology in counselor
education and its impact on student development (Hayes & Robinson, 2000;
Hayes, Robinson, Taub, & Sivo, 2003). “There is a need for counselor
educators to embrace technology” and take advantage of the rich
instructional experience that awaits them (Karper et al., 2005, ¶ 3).
Much empirical research needs to be conducted in online and hybrid
instruction in counselor education.
Before discussing the first
author’s hybrid graduate courses, a brief history of her evolution into
online instruction is warranted. Graduate courses usually require many
handouts, articles, and forms necessary for course completion. During
the first author’s initial semester at the university, hundreds of
copies were made for the graduate courses in order to provide students
with necessary materials to complete course requirements. Being aware of
the utility of technology in counselor education, course websites were
created the following semester for materials that needed copying.
Students logged onto the course website and printed off the necessary
materials for the course, saving everyone time. Resources and
course-related websites were posted to the site, and students gained
easy access to useful information. Classroom shortages and lack of
technology-enhanced classrooms led her to develop a Saturday format for
the Organization and Administration of School Counseling Services
(content-based) course. After building that course website, attending
class at night in a classroom without technology did not seem practical.
Most students commuted from distances requiring a 30-minutes to an hour,
or longer drive, worked full-time, and were exhausted by the time they
arrived for their 4:30 p.m. class. Moving the class to Saturday allowed
for less commuting time and students arrived rested for an all-day
class. Students enjoyed the online component of the course and suggested
that more courses be moved online. Pre-practicum, a skills-based course,
seemed to be a perfect course for hybrid instruction. A basic website
had already been developed, so converting the course to a hybrid
learning community required making minor adjustments to the course
website and major changes to course delivery. Since there was an
existing course website for Organization and Administration of School
Counseling Services, more of the course was moved online with content
discussion, grades posted, and online class participation becoming part
of the course.
Course Design
The skills-based
Pre-practicum course was developed in a hybrid format that utilized
online instruction for text discussion and exams while allowing
face-to-face class time for demonstrating counseling skills and
techniques and student practice. The course was organized so that every
other week students met face-to-face on campus to overview text
chapters, watch demonstrations of counseling techniques and theories by
the professor, and practice skills with classmates. The weeks students
were not on campus, the class met at the regular class time in the
website in pre-assigned synchronous chat rooms. The instructor
facilitated the discussion by moving in and out of the chat rooms asking
questions about text concepts and generating dialogue. Discussion board
participation was expected as a routine part of the course, so most
students actively engaged in a routine exchange of ideas. Daily and
weekly contact with all students either on the discussion board or in
personal e-mail allowed me an opportunity to get to know most of the
students personally. Best practices in college teaching were
incorporated into the course that included frequent student-faculty
interaction, student-student collaboration, active learning, prompt
feedback, high expectations, and respect for diverse talents.
Motivational, methodological, personal, environmental, and
evaluation/assessment factors were also incorporated into the design of
the course. Extra effort was made to create a safe, stimulating learning
community that fostered enthusiasm, student validation, and course
relevancy. The hybrid course created a comfortable learning environment
and encouraged active learning with student-to-student collaboration.
The content-based Organization and
Administration of School Counseling Services course was developed into a
hybrid model utilizing a Saturday format from 7:45 a.m. until 2:00 p.m.
four Saturdays a semester. Several texts are required for this course,
so the discussion board was utilized for some class discussion. This
freed up class time for active collaborative learning, small and large
group activities, case studies, guest speakers, class discussion,
student presentations, and a variety of learning activities. Most of the
Organization and Administration course took place in the classroom with
access to the website for resources, student interaction,
faculty-to-student contact, and dispersion of class information.
Students developed close relationships with cohorts and enjoyed class
time freely engaging in class discussions. Classes were held in a
medium-sized “master” classroom fully equipped with state-of-the-art
technology.
In the remainder of this paper, we examine
student perceptions of the best practices of college teaching that have
been built into these two hybrid courses. Students were surveyed to
determine the general benefits of the hybrid courses and the specific
benefits for counseling skill building and the Saturday format. This
research sought to answer three questions: (1) What were the benefits of
hybrid instruction in two graduate courses (Pre-Practicum and
Organization and Administration) for the students? (2) Did the hybrid
courses create a learning environment that fostered best practices for
college teaching? (3) Did the hybrid courses increase student engagement
and overall satisfaction?
Method
Participants and Procedure
Respondents consisted of 12
female first-year graduate students enrolled in Pre-Practicum and 15 (1
male, 14 female) first-year graduate students enrolled in Organization
and Administration of School Counseling Services at a large public
university in the southeast United States. At the end of the semester,
students responded to a course evaluation survey which measured (1) the
benefits of hybrid instruction and (2) hybrid instruction as it related
to best practices in college teaching. After completing a separate
consent form, students completed the survey anonymously. They received
no extra course credit for their participation.
Instrument
The instrument was similar for
the two courses except for a few questions that were specific to
skill-building in the Pre-Practicum course or to the Saturday format for
the Organization and Administration course. For both courses, students
indicated if they had taken online and/or hybrid courses in the past,
and if so, how many. Unless otherwise indicated, respondents used a
5-point Likert scale (1 = poor, 2 = fair, 3 = average,
4 = very good, and 5 = excellent) to rate the survey
items.
The Pre-Practicum survey
contained 44 items divided into two parts. Part I included several
possible benefits of hybrid instruction (e.g., less travel time to
campus; more learning flexibility). For the rest of Part I, respondents
rated the benefits of hybrid instruction as it related to building basic
counseling skills (e.g., watching counseling techniques; preparing for
practicum). On three additional open-ended questions in Part I, students
listed their reasons for preferring or disliking traditional learning.
In Part II, respondents rated how hybrid instruction related to best
practices in college teaching in five major areas: motivational factors
(e.g., ability to stimulate student thought and interest),
methodological factors (i.e., organization/techniques/knowledge),
personal factors (e.g., sense of humor), environmental factors (e.g.,
comfortable environment), and evaluation/assessment factors (e.g.,
prompt feedback).
The first part
of the Organization and Administration survey was identical to the
Pre-Practicum survey, except for items that were unique to the
Organization and Administration course. These items included additional
benefits of hybrid instruction, the Saturday format, and the class
projects. Part II of this survey was identical to the Pre-Practicum
survey. On both surveys, students could add additional comments about
their experiences with the course.
Results
In terms of previous exposure to online and
hybrid courses, fewer than half of the students in the Pre-Practicum
class (42%) reported having taken an online course in the past. The mean
number of online courses taken by the students was 1.08. A minority of
students (25%) also reported having taken a hybrid course in the past.
On the other hand, 80% of the Organization and Administration students
reported having taken an online course in the past. The mean number of
online courses taken by the students was 1.60. Fewer than half (47%)
reported having taken a hybrid course in the past. Thus, these students
did not have a great deal of past exposure to the online and hybrid
formats.
Pre-Practicum Course
The average ratings for the
benefits of hybrid learning for the Pre-Practicum skills building course
are reported in the first column of Table 1. As the table indicates,
students were quite favorable towards the hybrid format.
Table 1.
Descriptive Statistics of Hybrid
Instruction Benefits for Each Course
|
Benefits |
Pre-
Practicum
(N = 12) |
Organization & Administration
(N = 15) |
|
|
Mean (SD) |
Mean (SD) |
|
More time to
practice skill building |
4.50 (0.67) |
|
|
|
|
|
|
Less travel to
campus |
4.25 (1.06) |
3.93 (1.22) |
|
|
|
|
|
Better integration
of course content |
4.17 (0.84) |
4.13 (0.64) |
|
|
|
|
|
More connection
with classmates via discussion board |
4.17 (0.94) |
3.93 (0.96) |
|
|
|
|
|
More learning
flexibility |
4.17 (0.84) |
3.87 (0.92) |
|
|
|
|
|
Can work on your
schedule |
4.08 (1.00) |
4.00 (1.31) |
|
|
|
|
|
Daily/weekly
connection with professor |
4.08 (0.79) |
4.13 (1.06) |
|
|
|
|
|
I studied more and
learned more |
4.08 (0.90) |
4.00 (0.84) |
|
|
|
|
|
Opportunity to
establish relationships with classmates |
4.00 (0.95) |
3.93 (0.88) |
|
|
|
|
|
Online exams |
3.83 (0.94) |
|
|
|
|
|
|
Overall hybrid
learning experience |
4.36 (0.92) |
|
Note. Standard deviations are listed
in parentheses. Ratings were based on 5-scale (1 = poor, 5 =
excellent). Blank indicates question not included on survey.
Among the
benefits receiving the highest ratings were more time to practice skill
building, less travel to campus, more connection with classmates via
discussion board, more learning flexibility, and better integration of
course content. Respondents also rated highly the overall hybrid
learning experience for counseling skill building as enjoyable. Students
rated online exams lowest. Using a single-sample t-test, all the
means were significantly higher than the scale midpoint (3), ps
< .01.
Table 2 presents the data
regarding the benefits of the hybrid format for counseling skill
building. As the table indicates, students benefited from watching the
professor demonstrate counseling techniques with classmates and from the
debriefing counseling sessions.
Table 2.
Descriptive Statistics of Hybrid
Instruction Benefits for Pre-Practicum Counseling Skill Building
|
Benefits |
Mean (SD) |
|
|
|
|
I benefited from
watching the professor demonstrate counseling techniques with
students. |
4.92 (0.29) |
|
|
|
|
It was beneficial
watching brief counseling sessions and debriefing what happened in
each session. |
4.75 (0.62) |
|
|
|
|
I am pleased with
the level of skill that I have developed in one semester. |
4.33 (0.89) |
|
|
|
|
I feel ready to
move into practicum and working with individuals. |
4.25 (0.75) |
Note. N = 12. Standard deviations are
listed in parentheses. Ratings were based on 5-scale (1 = poor, 5
= excellent).
Students also favorably rated their
level of skill developed in the course and reported that they felt ready
to move into practicum counseling with individual clients. Single-sample
t-tests revealed that all these means were significantly higher
than the scale midpoint, ps < .001.
When rating the hybrid course as
it related to best practices in college teaching, the students’ ratings
were also quite favorable (see the first column of Table 3). As the
table shows, the highest ratings were professor’s interest in the
students, student-to-student collaboration, content fitting with student
relevancy, content fitting with instructional setting and resources, and
learning taking place in a comfortable environment.
Table 3.
Descriptive Statistics of Hybrid
Instruction Factors in Relation to Best Practices in College Teaching
|
Factors |
Pre-
Practicum
(N = 12) |
Organization & Administration
(N = 15) |
|
|
Mean (SD) |
Mean (SD) |
|
Motivational
Factors |
|
|
|
Ability to stimulate student thought &
interest |
4.42 (0.79) |
4.27 (0.46) |
|
Enthusiasm/ enjoyment/ interest in
content |
4.27 (0.79) |
4.33 (0.49) |
|
Content fits with student
needs/relevancy |
4.58 (0.67) |
4.27 (0.59) |
|
|
|
|
|
Methodological
Factors |
|
|
|
Organization/techniques/knowledge |
4.25 (0.97) |
4.43 (0.65) |
|
|
|
|
|
Personal Factors |
|
|
|
Experiences |
4.42 (0.79) |
4.57 (0.51) |
|
Interest in students |
4.83 (0.39) |
4.64 (0.63) |
|
Sense of humor |
4.25 (0.75) |
4.14 (1.03) |
|
Use of personal strength |
4.50 (0.67) |
4.14 (0.86) |
|
|
|
|
|
Environmental
Factors |
|
|
|
Content fits with instructional setting
and resources |
4.58 (0.67) |
4.14 (0.66) |
|
Comfortable environment |
4.58 (0.67) |
4.07 (0.83) |
|
Conducive to learning |
4.50 (0.80) |
4.21 (0.80) |
|
|
|
|
|
Evaluation/Assessment Factors |
|
|
|
Reflections & comments encouraged the
student |
4.50 (0.90) |
4.60 (0.97) |
|
Content assessment was fair & covered
the text material |
4.33 (0.49) |
4.38 (0.65) |
|
|
|
|
|
General Factors |
|
|
|
Student-professor contact |
4.42 (.067) |
4.54 (0.88) |
|
Student-student collaboration |
4.58 (0.52) |
4.54 (0.52) |
|
Active learning |
4.50 (0.67) |
4.62 (0.65) |
|
Prompt feedback |
4.50 (0.90) |
4.69 (0.63) |
|
Process- tapes & critiques covered
skills being learned |
4.50 (0.79) |
|
|
Communicates high expectations |
4.45 (0.69) |
4.77 (0.44) |
|
Respects diverse talents |
4.18 (0.75) |
4.23 (1.24) |
Note. Standard deviations are listed
in parentheses. Ratings were based on 5-scale (1 = poor, 5 =
excellent). Blank indicates question not included on survey.
Other ratings
revealed respondents rated the active learning and prompt feedback
components of the course favorably. Once again, single-sample t-tests
revealed that all these means were significantly higher than the scale
midpoint, ps < .001.
Organization and Administration Course
The average ratings for the
benefits of hybrid instruction for the Organization and Administration
of School Counseling Services course are reported in the second column
of Table 1. As the table indicates, students were quite favorable
towards the hybrid format. The benefits receiving the highest ratings
were better integration of course content, studying and learning more,
ability to work on one’s schedule, and daily/weekly connection with
professor. Using a single-sample t-test, all the means were
significantly higher than the scale midpoint, ps < .01.
As the second column of Table 3 indicates,
students were quite favorable towards how their Organization and
Administration hybrid course related to best practices in college
teaching. Using a single-sample t-test, all the means were
significantly higher than the scale midpoint, ps < .01.
Among the most highly rated aspects of this course were that reflections
and comments encouraged students, that they received prompt feedback and
interest from the instructor, and that they had opportunities for
student-student collaboration and active learning.
Table 4 presents the benefits of the hybrid
experience as it related to best practices in college teaching using the
Saturday format. As the table shows, the most highly rated benefits
included class relationships and friendships enhancing the learning
experience; having a personal relationship with the professor; and the
Saturday format providing flexibility and less travel time, camaraderie
with classmates, more speakers. Once again, all these means were
significantly higher than the scale midpoint, ps < .05.
Table 4.
Descriptive Statistics of Hybrid
Instruction Factors in Relation to Best Practices in College Teaching in
Saturday Format - Organization and Administration Course
|
Factors |
Mean (SD) |
|
|
|
|
Class relationships
and friendships enhanced my learning experience. |
4.47 (0.74) |
|
|
|
|
Saturday format and
online discussion created camaraderie with classmates. |
4.20 (0.68) |
|
|
|
|
Having a personal
relationship with professor reduced fear and anxiety concerning
course requirements and overall expectations. |
4.40 (1.12) |
|
|
|
|
Saturday format
(meeting four Saturdays a semester) provided flexibility and less
travel time. |
4.33 (1.11) |
|
|
|
|
Saturday format
allowed for more speakers. |
4.43 (0.85) |
|
|
|
|
Online discussion
provided an opportunity for class time to be spent in practical
application of concepts. |
3.93 (1.16) |
|
|
|
|
I assimilated the
chapter content more effectively due to online discussion. |
3.57 (0.76) |
|
|
|
|
I developed
critical thinking skills. |
3.87 (0.92) |
|
|
|
|
Reduced hours in
class provided more time for course assignments. |
3.87 (1.12) |
Note. N = 12. Standard deviations are
listed in parentheses. Ratings were based on 5-scale (1 = poor, 5
= excellent).
Open-Ended Comments
Students from each class also provided
open-ended comments about their experiences with the course. Among the
benefits of the hybrid course given by the Pre-Practicum students
included were receiving personal attention and prompt feedback from the
professor, having a fun learning experience, and allowing for greater
opportunity to develop counseling skills through partner interactions in
class and outside of class. One student stated, “I enjoyed learning from
my classmates.” Students enjoyed being able to hear everyone voice their
opinions both online and in class, and the discussion board allowed time
to reflect and craft responses and higher-level comments. Less time
lapsed between content discussions, so there was less time to forget the
information. Support from students in the class, active learning
exercises, and counseling-skill-building practice increased confidence
in the students. Students enjoyed synchronous chat rooms where they
could connect at the same time and “have a conversation about important
chapter issues and concepts.” One student summed up the comments by
stating, “learning in several different styles helps me—reading it,
discussing it online in chat rooms and on discussion boards, and
discussing it in class before practicing really makes the info
concrete.”
Open-ended comments from the
Pre-Practicum students about the disadvantages to hybrid instruction
included that the course required more time outside of class and that
points were deducted because of lack of participation on the discussion
board. Some students did not always have Internet access and others
lacked some basic computer skills.
When questioned about why they did not like
traditional learning environments, Pre-Practicum students reported the
following: they do not like lecture; more travel time and use of gas;
hard to find a parking place; lots of information crammed into one
class; and lack of personal interaction. Students felt that traditional
learning is not challenging, does not provide for time to practice
counseling skill building, and the learning experience has no
flexibility. One student stated traditional learning “amounts to busy
work—no meat to assignments, and no opportunity to connect with
classmates.” “Rigid, boring lecturers, lots of unused notes, and so
much time is wasted going over reading material that we could be using
more effectively.”
Students from the Organization and
Administration course gave similar responses to the open-ended
questions. For example, they formed strong personal friendships through
online discussions and felt that the professor constantly sought new
ways to engage and challenge them. Not meeting every week allowed for
more time to work on assignments/readings. Not lecturing allowed the
class to bond through group discussion, class discussions, and
presentations. This format also allowed more time for speakers,
questions, and project discussions. The active learning Saturday format
created an opportunity to use what they learned in practical
applications. The Saturday format also allowed flexibility, and the
class experience was enhanced by the group activities and lack of
lectures. As one student in this class wrote, “I absolutely loved this
format. I truly wish other instructors would offer classes in this
format. It allowed me to take more classes per semester.”
Discussion
In this paper, we have reported
how a hybrid instructional format can be effectively used in counselor
education courses. The graduate students in this study rated their
overall learning experiences quite favorably. These favorable
experiences are especially noteworthy given that the students were
relatively inexperienced with online and hybrid formats. Coupled with
the students’ open-ended comments, the results highlight the potential
for including these instructional elements in counseling programs.
The Hybrid Format
Pre-Practicum students benefited
from the demonstration of counseling techniques, theories, and session
structure. Debriefing the sessions and discussing what took place during
the interaction between the student and the professor proved to be
valuable. Students received prompt feedback from the professor after
practicing the counseling concepts demonstrated in class. They were
pleased with the level of skill they developed in one semester and felt
ready to move into practicum and begin counseling with students and
clients.
Students appreciated the professor’s
personal interest and felt affirmed and validated in a safe learning
community. The students’ responses suggested that the powerful dynamics
of student-to-student and professor-to-student relationships created a
rich instructional environment that encouraged active learning (Karper
et al., 2005; Marques et al., 1998). Student-to-student collaboration,
relevancy of course, and comfortable learning environment enhanced the
hybrid learning experience.
Hybrid instruction allowed for
more time for skill-building practice and more confidence in level of
skill developed. Benefits of the hybrid format allowed students to spend
less time traveling to campus, to engage in more discussion board
conversation about course content, and to connect more with classmates
and establish relationships. Discussion board participation was
mandatory, so most students engaged in regular dialogue resulting in
better integration of course content and practical application.
Participants enjoyed flexibility in learning and the opportunity to work
on their own schedule. Online exams received the lowest rating and were
not considered a benefit by the students; however, online exams freed up
class time for more counseling and skill-building.
With regard to best practices in
college teaching, the hybrid course motivated students by stimulating
thought and interest in course content resulting in enthusiasm and
course satisfaction. Chat room real-time discussion allowed the class to
discuss course content with the professor on the weeks students did not
attend class. Methodological factors included organization of the
course, techniques, and knowledge conveyed to students by the professor
or by the design of the course website. Students easily maneuvered in
and out of the online content and activities, and they described the
site as “user friendly.” Environmental factors included course content
fitting with the instructional setting and the use of available
resources in a comfortable classroom conducive to learning. Meeting at
4:30 p.m. allowed for availability in a technology-enhanced “master”
classroom that would not have been available during the regular school
day. The large size of the classroom allowed space for spreading out and
working in counseling pairs and groups that fostered more effective
student-to-student collaboration and active hands-on learning.
Students were given an
opportunity to list reasons for liking or disliking traditional learning
environments. A couple of students preferred traditional learning while
most students felt traditional education was boring and less
challenging, and was not conducive to connecting with classmates.
Students reported traditional learning focuses too much on repetition
and less on application of concepts. Lecture is less engaging and
unnecessary, and as one student forcefully stated “graduate students
don’t need info regurgitated to them.” “I can read.” When students are
given alternative online learning experiences, some become bored and
dissatisfied with restrictive traditional education. In comparison,
traditional classrooms offer less flexibility, are too structured, and
limit academic growth. One student stated that traditional learning does
not provide opportunities for higher-order thinking and limits
student-to-student interaction.
Students in Organization and
Administration of School Counseling Services were similarly favorable
toward the hybrid format. The Saturday format and the online discussions
created camaraderie with classmates and provided flexibility and less
travel time. Online discussion encouraged frequent contact between and
among students and their professor. Frequent communication fostered safe
relationships that reduced student fear and anxiety concerning course
requirements and overall expectations. The Saturday format allowed time
for small and large group collaborative learning that allowed students
an opportunity to assimilate knowledge into practical application of
concepts. Online discussion freed up class time for outside speakers who
could address real issues in the real world of school counseling.
In summary, hybrid instruction provided the
best of both (online and traditional education) worlds in two
graduate-level counseling courses, connecting students with best
practices in college teaching. The hybrid course design fostered
enjoyable learning communities empowered by good relationships. When
students receive encouragement and validation from the professor and
enjoy meaningful relationships with classmates, learning and acquiring
knowledge become much more of an educational adventure.
Results of the student
evaluations suggest that counselor educators should consider the
benefits of hybrid online instruction as it relates to best practices in
college teaching. Traditional face-to-face learning/teaching can be
greatly enhanced by the power of online instruction in skill-building
and content-based courses. If counselor educators and psychology
graduate programs are going to keep pace with the online learning trend
that is sweeping our nation, transitioning from traditional face-to-face
education to hybrid instruction will provide the best of both worlds
(Ward, 2004). Not only does the student benefit from hybrid
instruction, faculty members can enjoy the same benefits of flexibility,
less restriction in course delivery, and greater opportunities for
personal connection with their students.
Teaching in a Saturday format removes the
necessity to attend class every week and shifts course delivery to three
or four Saturdays a semester. Without weekly class assignments,
professors have more time for research, committee meetings, and other
academic responsibilities. Shifting to a Saturday format allows an
opportunity for the professor to transition from a lecture-based
instructor to a facilitator of active learning. A variety of small and
large group activities, overview of the chapters covered in class,
informative speakers, and student presentations make the day go by
quickly. Saturday classes end earlier in the semester than classes that
meet on a regular basis; thus, papers are graded and semester grades are
calculated before the year-end rush. Another benefit for Saturday
classes (at least at our institution) is the choice of master classrooms
that are not otherwise available during the week.
In our opinion, counselor educators and
graduate programs have a great deal to gain and very little to lose by
jumping onboard with online hybrid instruction. Faculty and students
will both benefit from the flexibility, creativity, and relationships
established in hybrid instruction.
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