Building a scaffolding for student success in a hybrid learning environment
Purpose: Hybrid DPT education programs, in which students take courses online and participate in immersive face-to-face labs, are designed to be more accessible and flexible for students. However, they also present unique challenges and require novel solution, from admissions to graduation, to support students in a virtual environment.Methods and/or Description of Project: This session will propose strategies to help educators build a scaffolding for student support through the continuum of DPT education, including admissions, student affairs, curriculum, and clinical education.Results/Outcomes: Rooted in current evidence on best practices in online and hybrid teaching and learning, this session will explore methods to humanize the online learning environment and build a community of inquiry among students using strategies that are learner-centered, inclusive, and collaborative.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Through a combination of presentation, demonstration, and discussion; participants will uncover strategies for leveraging technology to transform traditional education practices into new and innovative ways to promote professional development, leadership, and resilience in today’s student.References: Adams, C. L. (2013). A Comparison of student outcomes in a therapeutic modalities course based on mode of delivery: hybrid versus traditional classroom instruction. Journal of Physical Therapy Education, 27(1), 20. Berry, S. (2017). Building Community in Online Doctoral Classrooms: Instructor Practices that Support Community. Online Learning, 21(2). Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). " Flipping" Texas state university's physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72. deNoyelles, A., Mannheimer Zydney, J., & Chen, B. (2014). Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions. Journal of Online Learning & Teaching, 10(1). Holzweiss, P. C., Joyner, S. A., Fuller, M. B., Henderson, S., & Young, R. (2014). Online graduate students’ perceptions of best learning experiences. Distance education, 35(3), 311-323. Jensen, G. M., Nordstrom, T., Mostrom, E., Hack, L. M., & Gwyer, J. (2017). National Study of Excellence and Innovation in Physical Therapist Education: Part 1—Design, Method, and Results. Physical Therapy, 97(9), 857-874. Jensen, G. M., Hack, L. M., Nordstrom, T., Gwyer, J., & Mostrom, E. (2017). National study of excellence and innovation in physical therapist education: Part 2—a call to reform. Physical Therapy, 97(9), 875-888. Jette, D. U. (2016). Physical Therapist Student Loan Debt. Physical therapy, 96(11), 1685-1688. Kenny, N., Berenson, C., Chick, N., Johnson, C., Keegan, D., Read, E., Reid, L. (2017, October). A Developmental Framework for Teaching Expertise in Postsecondary Education. Poster presented at the International Society for the Scholarship of Teaching and Learning Conference, Calgary, Alberta, Canada. Linder, K. E. (2017). Fundamentals of Hybrid Teaching and Learning. New Directions for Teaching and Learning, 2017(149), 11-18. Murray, L., McCallum, C., & Petrosino, C. (2014). Flipping the classroom experience: a comparison of online learning to traditional lecture. Journal of Physical Therapy Education, 28. Plante, K., & Asselin, M. E. (2014). Best practices for creating social presence and caring behaviors online. Nursing Education Perspectives, 35(4), 219-223. Veneri, D. A., & Gannotti, M. (2014). A Comparison of Student Outcomes in a Physical Therapy Neurologic Rehabilitation Course Based on Delivery Mode: Hybrid vs Traditional. Journal of allied health, 43(4), 75E-81E.Course Objectives: Describe the unique features of hybrid learning environments in physical therapist education. Discuss innovative approaches to ensure student success in hybrid learning models. Apply current evidence in hybrid learning to maximize student outcomes. Describe specific strategies for supporting students through admissions, orientation, didactic curriculum, and clinical education in a hybrid programInstructional Methods: This session will include presentation, demonstration, discussion, and question and answer.Tentative Outline/Schedule: 10 min – Introduction and overview of hybrid education – what does it look like? 10 min – Humanizing online learning – a review of the evidence 15 min – Admissions – conducting virtual interviews and building a holistic approach to attract a diverse student body without geographical barriers. 15 min – Student Affairs – Building a community of inquiry and managing academic and non-academic student issues in a virtual environment. 15 min – Curriculum – Blending asynchronous, synchronous, and face-to-face learning experiences to meet the needs of today’s student. 15 min – Clinical Education – Using a career-focused approach to building a network of high-quality clinical sites and creating a pathway to residency. 10 min – Wrap-up and Q & A