Lessons Learned from Teaching in Hybrid Learning Environments for In-Service Mathematics Teachers

ID: 31515 Type: Brief Paper
  1. Heng-Yu Ku and Chatchada Akarasriworn, University of Northern Colorado, United States
  2. Lisa Rice, University of Wyoming, United States
  3. David Glassmeyer and Bernadette Mendoza, University of Northern Colorado, United States
  4. Shandy Hauk, WestEd, United States

Thursday, March 10 11:30-11:50 AM Location: McGavock's A

No presider for this session.

Abstract: This article presents middle and secondary in-service teachers’ attitudes towards participation in a graduate level probability and statistics course in a hybrid learning environment. Analysis of quantitative data from a survey administered to the teachers led to ranking participant responses and to recommendations for improving this hybrid environment. Additionally, the qualitative data drawn from the open-ended survey response items which were comprised of teacher generated suggestions to improve the hybrid learning environment are considered. In particular, recommendations for instructors, teaching assistants, course designers, and technology support personnel are put forth in accordance with the research findings from both types of data. The goal of these recommendations is to improve community building in this environment, the efficacy of technology in teaching and learning, and the structure of the hybrid learning environment.


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