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Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning

Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning

Balkeese V. Kunhi Mohamed
Copyright: © 2013 |Volume: 4 |Issue: 2 |Pages: 14
ISSN: 1947-8429|EISSN: 1947-8437|EISBN13: 9781466632271|DOI: 10.4018/jksr.2013040106
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MLA

Mohamed, Balkeese V. Kunhi. "Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning." IJKSR vol.4, no.2 2013: pp.45-58. http://doi.org/10.4018/jksr.2013040106

APA

Mohamed, B. V. (2013). Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning. International Journal of Knowledge Society Research (IJKSR), 4(2), 45-58. http://doi.org/10.4018/jksr.2013040106

Chicago

Mohamed, Balkeese V. Kunhi. "Strategies for Effective Use of Technology in Face-to-Face and Hybrid University Level Courses to Improve Student Learning," International Journal of Knowledge Society Research (IJKSR) 4, no.2: 45-58. http://doi.org/10.4018/jksr.2013040106

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Abstract

The purpose of this paper is to (1) briefly discuss the definitions of face-to-face learning, hybrid learning, and related terms concerning the continuum of technology-based learning methods as proposed by Bates (2001) and Bates and Poole (2003); (2) introduce effective uses of technology in face-to-face and hybrid university level courses; and (3) discuss justifications based in research literature for the use of technology to enhance student learning. Technological recommendations include use of multimedia technologies; interactive white boards; and course management systems. This review of literature discusses both theoretical and research based articles and includes empirical studies showing the relationship between effective use of technology and student. The main focus of this paper is to introduce strategies for effective use of technology in both face-to-face and hybrid-style university level courses. This paper is intended for higher-education instructors in both face-to-face and hybrid-style instructional contexts.

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