Workflow for Developing Online Content for Hybrid Classes
Successful hybrid courses require high quality online content, which can include both multimedia presentations and auto‐graded formative assessment items. Providing such high quality online content is costly because a considerable investment in staff time is required. When students interact with the online content, it is not possible to make spontaneous adjustments to the delivery in response to student feedback. Therefore, it is critical for the online content to be well tested and presented appropriately for the target audience. Such refined instructional design and testing further add to the cost. This paper documents a workflow that has been successfully used to produce online content using a research based framework for hybrid course delivery. A 25 step workflow is detailed including input, output, staff responsibility, process description, required resources and constraints. The development team includes faculty members, instructional design specialists, graduate teaching assistants, undergraduate students who recently took the course, undergraduate students who are currently taking the course and undergraduate students who are not involved in the course. Including students in the team provides insights regarding appropriate instructional techniques, reduces costs, and increases quality control from the learner’s perspective. In addition, it provides students with valuable and motivational technical experience in multimedia production, instructional design experience, and funding to offset some of their educational expense. The effectiveness of the online content is documented for courses involving construction equipment, construction planning and scheduling and cost estimating.
International Institute for Innovative Instruction
Publication or Event Title
2014 ASEE Annual Conference & Exposition
Mallen, J., Jahren, C. T., Koehler, N., & Karabulut, A. (2014). Workflow for Developing Online Content for Hybrid Classes. 2014 ASEE Annual Conference & Exposition https://doi.org/10.18260/1-2--22790