Abstract
Professionals have benefited from Penn State world campus courses and degree programs to advance their careers. Traditionally, students in professional master’s degrees mainly used asynchronous online and web-based instructions as their primary mode of learning. The last few years of fighting with COVID in university instructions has disrupted the dichotomy of resident vs. online learning and catalyzed multiple teaching modes (resident, remote synchronous, asynchronous, and hybrid). It is important to understand how these teaching modes impact the learning of resident students. In this paper, I argue that the creative use of hybrid modes has opened up new possibilities for professional students, but this practice must be carefully designed based on a deep understanding of the learning experience of professional students. I will support this argument with my own experiments on how these teaching modes could be seamlessly combined and some reflections on how delivery modes encourage or impede effective learning of professional students.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Alducin-Ochoa, J. M., & Vázquez-Martínez, A. I. (2016). Hybrid learning: An effective resource in university education? International Education Studies,9(8), 1.
Cai, G., Gross, G., Llinas, J., & Hall, D. (2014). A visual analytic framework for data fusion in investigative intelligence. In Proceedings of SPIE Conference on Visualization and Data Analysis.
Cook, D. A. (2007). Web-based learning: Pros, cons and controversies. Clinical Medicine,7(1), 37–42.
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects,49(1–2), 91–96.
Gardner, A. C., Maietta, H. N., Gardner, P. D., & Perkins, N. (2022). Online postsecondary adult learners: An analysis of adult learner characteristics and online course taking preferences. American Journal of Distance Education,36(3), 176–192.
Head, J. T. (2002). Method, media, and mode: Clarifying the discussion of distance education effectiveness. The Quarterly Review of Distance Education,3(2), 261–268.
Imran, R., Fatima, A., Elbayoumi Salem, I., & Allil, K. (2023). Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era. International Journal of Management Education,21(2), 100805.
Kawalilak, C., & Groen, J. (2020). Adult learning. In The handbook of adult and continuing education, T. S. Rocco,, M. C. Smith, R. C. Mizzi, L. R. Merriweather, & J. D. Hawley (Eds.) (Vol. 2, Chap. 7, pp. 156–159).
Knowles, M. S. (1972). Innovations in teaching styles and approaches based upon adult learning. Journal of Education for Social Work,8(2), 32–39.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (Revised and Updated). Cambridge, the Adult Education Co.
Koytek, P., Perin, C., Vermeulen, J., André, E., & Carpendale, S. (2018). Mybrush: Brushing and linking with personal agency. IEEE Transactions on Visualization and Computer Graphics, 24, 605–615.
Kumari, S., Gautam, H., Nityadarshini, N., Das, B. K., & Chaudhry, R. (2021). Online classes versus traditional classes? Comparison during COVID-19. Journal of Education and Health Promotion, 10, 457.
Lee, S. J., & Nuatomue, J. N. (2021). Students’ perceived difficulty and satisfaction in face-to-face vs. Online sections of a technology-intensive course. International Journal of Distance Education Technologies,19(3), 1–13.
Lockee, B. B., Bond, M. A., McGowin, B. M., & Blevins, S. J. (2022). Beyond design: The systemic nature of distance delivery mode selection. Distance Education,43(2), 204–220.
Masdéu, M., & Fuses, J. (2017). Reconceptualizing the design studio in architectural education: Distance learning and blended learning as transformation factors. Archnet-IJAR,11(2), 6–23.
Neroni, J., Meijs, C., Gijselaers, H. J., Kirschner, P. A., & de Groot, R. H. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences,73(April), 1–7.
Piergiovanni, P. R. (2018). Blended learning online and hands-on activities in an applied fluid flow course. In Blended learning in engineering education, A. Rahman & V. Ilic (Eds.) (Chapter 2). CRC Press.
Rosson, M. B. (2014). Learning by design, In Innovative practices in teaching information sciences and technology: Experience reports and reflections, Carroll, J. M. (Ed.) (pp. 75–83). Springer.
Selwyn, N. (2011). ’Finding an appropriate fit for me’: Examining the (in)flexibilities of international distance learning. International Journal of Lifelong Education,30(3), 367–383.
Trauth, E. M., & Booth, K. (2014). Reflections on blended learning. In Innovative practices in teaching information sciences and technology: Experience reports and reflections (pp. 207–219).
Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education,81(3), 623–641.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Cai, G. (2024). Blurring the Boundaries of Teaching Modes to Improve the Experience of Professional Learners. In: Carroll, J.M. (eds) Innovative Practices in Teaching Information Sciences and Technology. Springer, Cham. https://doi.org/10.1007/978-3-031-61290-9_12
Download citation
DOI: https://doi.org/10.1007/978-3-031-61290-9_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-61289-3
Online ISBN: 978-3-031-61290-9
eBook Packages: Computer ScienceComputer Science (R0)