CHCS - Perspectives - Summer/Fall 2014

PERSPECTIVES • SUMMER–FALL 2014 56 face classes. The strategies utilized by both Dr. Lazinski and Dr. Arnold are great examples of the cognitive presence and the thoughtful fusion we strive for in blended environments. LESSONS LEARNED The story of the He-D.P.T. Program is still evolving. On May 19, 2011, we welcomed 24 students to the charter class of 2015. Recently, we welcomed our fourth cohort of 46 He-D.P.T. students. After almost four years using blended instruction, we’ve grown not only in size, but in our understanding of the key elements to successful hybrid instruction. Although we will never stop learning new strategies to teach effectively in blended classes, the con- cluding paragraphs summarize a few of the important—and at times hum- bling—lessons we’ve learned. Instructional Preparation and Roles: Blended classes have a longer preparation time than face-to-face classes because most instruction is pre- pared in advance. Assignments given online should link to what is done on- campus and vice versa. Faculty members must adjust to a slightly different role in the blended classroom with a different cadence of instruction. As an educator with 20 years of experience, I sometimes miss the flexibility of spontaneously changing direction in a traditional classroom based on whether I perceive students understanding the material. I’ve tried several strategies to overcome this, such as asking students in my Tegrity lectures to post their muddy points online and then answering their questions via video, podcast, discussion boards, or Tegrity. I’ve even asked students to text me the answer to a question after they’ve watched a lecture to make sure they got it. On the other hand, the blended environ- ment fosters a stronger appreciation for one another because we relish our time together as faculty members and students. In a strange way, hybrid faculty members are physically farther from our students, yet closer to them based on the nature of our interaction with one another both online and face-to-face. Faculty as Learners: Faculty support and learning are essential and on- going because they are a way of life in the He-D.P.T. Program. For example, we hold meetings to talk about the next semester classes, sharing our syl- labus and course schedule. This allows us to plan the intensive weekend institutes in advance of the upcoming term. It also familiarizes all faculty members with the curriculum so we know what each course includes. The most common faculty error is to overload course material in blended classrooms by creating too much material or too many assignments. We try to give each other feedback during these meetings, such as, “That sounds like a lot of material to cover in one week. Do you have other options?” After the term is finished, we convene again for our wrap-up meetings, where we describe what worked well and what could be improved from a faculty and student perspective. This process helps us learn not only from our experi- ences, but from that of our colleagues. Finding Time: One struggle we experience is that time spent face-to- face flies by swiftly. With almost eight hours of instruction for four days, it leaves little wiggle room for other activities such as student Physical Therapy Association (sPTA) meetings, class meetings, or even pickup flag football games. Both students and faculty members have been creative in finding time. The sPTA meetings, under the guidance of Dr. Lazinski, now occur PHYSICAL THERAPY Tampa using Blackboard Collaborate during the online portion of the month, whereas class meetings are usually held on campus. In fact, the Tampa sPTA decided to have one sPTA representing all classes, with the organization having representatives from each class. This provides a fantastic cohesiveness between classes. students gather to study from all over the country using technology such as google Hangout. As the program’s director, I also try to meet with each class face-to-face for Dish with Dr. B sessions several times each term. engaging hybrid students in our program and college-wide activities is not easy when so many students reside far away from our Tampa cam- pus. The glue that holds our department together is our support person- nel comprising Melly Iglesias, academic support coordinator, and Joe Hicks, clinic support coordinator. They help organize our academic and clinical experiences, create schedules, keep everyone informed of up- coming deadlines, and manage the operations of academic and clinical experiences. The Office of student Affairs also helps our students stay engaged with the College of Health Care sciences by organizing activ- ities such as the graduate Professional success series. Student Selection Matters: Lastly, finding the right match between the student and type of instruction is critical. not all students want or benefit from a blended curriculum. students who procrastinate, struggle with organization, or need the discipline of showing up to class daily in order to keep up with assignments do nOT do well in hybrid classrooms. On the contrary, the blended environment is a great match for students who prefer to learn at different times of the day or those who like to push the pause button during a lecture so they can get in some exercise. As predicted by Dr. Debra stern many years ago, there are many qual- ified students seeking a program that allows them to work, take care of their family and become a D.P.T. We’ve learned that working students can indeed be successful, but our caveat is that having a job with some flexibility is important so students can shift priorities when they need more study time. The variety of jobs held by our students is surprising as we have teachers, physical therapist assistants and PT technicians, athletic trainers, restaurant servers, and retail workers—just to name a few. some of our students are married to military personnel and have moved several times throughout the curriculum without ever missing a beat in their D.P.T. education. Our Committee on Admissions (COA) works hard to admit educationally mature students based on informa- tion they glean from the application and admissions interview. While most students know what online courses are like, they do not under- stand the concept of hybrid classes, so our COA spends time explain- ing how the program works. We also have student ambassadors who volunteer to speak or email prospective students. This year, a group of second-, third-, and fourth-year students video- taped personal messages to the incoming class, sharing their strategies for success in a hybrid D.P.T. program. The camaraderie, compassion, and caring of our students to take the time to share insights with incom- ing students tells us we have indeed been successful in selecting the right students. As I look back, I opened my mind to hybrid instruction because it was supported by sound educational theories and principles. I’ve become a champion of hybrid instruction, however, because of the courage, tenac- ity, and work ethic of our He-D.P.T. students. For an in-depth look at a hybrid D.P.T. student’s perspective, read the article entitled “Reflections of a Hybrid D.P.T. student” by third-year PT student Jena Tagliola from the nsU Tampa Campus. Brave New World ...Continued from previous page