APA Newsletters

Spring 2001
Volume 00, Number 2

Newsletter on Philosophy and Computers

TEACHING IN CYBERSPACE

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Hybrid Courses and Integrated Learning Environments

Ron Barnette, Teaching-in-Cyberspace editor
Valdosta State University

rbarnett@valdosta.edu

   The uses of technology in philosophy instruction have become pervasive, innovative, rewarding and frustrating. Hundreds of philosophy courses have online features, scores utilize software and CD-ROM components, and many are delivered entirely online in a fast changing 'distance learning' medium. In previous issues, we have read of numerous examples of innovative uses of technology, as this technology expands and evolves. Indeed, this is an exciting time for teaching, and quite rewarding as new pathways for learning are opened through technology applications. Innovative and rewarding, yes…but not without a new variety of frustrations which accompany the new frontier.

   First, there's the frustration and downright worry for many who fear that their institutions are simply mandating online course deliveries, in order to 'keep up with the Jones's,' so to speak, irrespective of sound, quality pedagogy. This is clearly a national concern, and one that needs to be addressed by all colleges and universities.

   And then there's the frustration over how to simply keep up with the changing technology, over what web applications work best and how to learn and use them wisely, and over the seemingly mass amounts of time spent on course design and management.

   And let's not forget the students' frustrations, over access difficulties, time spent in the technological infrastructure of courses (independent of course content), and over the appropriate amount of time in the 'cyberclassroom.'

   Aahhh…what a fascinating time for teachers of philosophy! With the potential richness of technology's assistance in learning comes a clear warning for responsible uses of this technology, and for sound administrative judgments for implementing technology in quality pedagogy. One hopes that campus and departmental dialogue would flourish around these issues, lest the riches of learning enhancement be overcome by the voices of technology cynicism.

   One way that technology and quality instruction have married is through what many refer to as 'hybrid' courses…a new breed of course design and delivery. These courses typically involve some course management tool, such as Blackboard or WebCT, to name a couple of popular ones. Within these applications, students and faculty have remote access to the web, have asynchronous opportunities for 'participant centered' place and time conveniences with email and the like, and enjoy a rather easy environment in which to navigate course materials, assignments, and even tests. In addition, however, hybrid courses do have traditional meeting times, for real-time, face to face interaction and discussion. As such, they enjoy both the benefits of technology-afforded asynchronous learning, and real-time classroom participation. The trick to a good marriage, though, is with the proper balance of the new partners in the partnership. Yet for many who see hybrid courses as right for their purposes, this challenge is far less daunting than starting from scratch to develop an online or internet-enhanced course per se, for it enables a teacher to integrate the technology more smoothly into an existing course design.

   Julie van Camp, Professor of Philosophy at California State University at Long Beach (CA), has had much experience with technology and teaching, with online classes, and with frustrations over lack of face to face contact and with student and faculty workload! She has written for this issue of the Newsletter a very helpful piece that addresses these problems, as she describes her positive experiences in "Hybrid Courses: the Best of Both Worlds." Indeed, we can all learn a great deal from Julie's lesson, especially as we try to juggle our times with those of students and with the inevitable administrative expectations! For many, perhaps, a Hybrid Course might just well be a blissful marriage in our rapidly changing lives as philosophy teachers. Thank you Julie for your Newsletter contribution.

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APA Newsletters

Spring 2001 Volume 00, Number 2

Spring 2001
Volume 00, Number 2