It's Time to Complete Community College by deBoef S.;

Author:deBoef, S.; [Chandler, S. deBoef]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers, Incorporated
Published: 2018-01-26T00:00:00+00:00

III

Does Increasing Student Access Improve Student Success?

8

The Continuum of Instructional Course Designs

Flipped, hybrid, and online courses offer enrollment opportunities for students with extensive out-of-school commitments, lack of reliable transportation, or who live some distance from the college, especially during winter months in places where travel can be precarious. Online courses permit all students to secure a full schedule, when needed face-to-face courses are offered at the same time. Students with physical challenges may prefer online classes if they experience difficulty navigating the college campus.

Offering courses that require less or no seat time with course instruction and assignments that can be managed around other commitments is promoted as increasing student college access. Two-year college student responsibilities often coincide with family and work commitments, and these student characteristics are more evident for those who enroll in online and hybrid courses.

Students enrolled online and in flipped classrooms (also called inverted instruction) receive instruction via viewing video lectures, listening to podcasts, reading, writing, and completing practice tests in an online environment (Bishop & Verlager, 2013). Flipped or inverted course designs are promoted as increasing student learning as compared to other methods of instruction. Class time in a flipped format is used for discussion and student group activities, while the course instruction is assigned outside of class.

Offering courses with less face-to-face class time can be beneficial for students who have extensive work commitments/childcare responsibilities/those in medical/engineering/other technical programs with clinical rotation/apprentice/fieldwork commitments. Both inverted and online formats are considered student-centered modes of instruction because emphasis is placed upon students doing the work of learning, rather than on the teachers’ presentation of course content.

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