1. Teaching Online and Hybrid
Classes in Early Childhood
Diane Sparks and Rebecca Brinks
Background
 Research related to Female students is
embedded as they are the primary users
of online education – especially in Early
Childhood Education
 Women enroll in online classes because
they offer more flexibility in managing the
demands of work, family and community
(Furst-Bowe, 2002)
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2. Challenge: Technical Competence
Women report more
computer anxiety and
view themselves as less
confident in the area of
technology than their
male counterparts.
(Ervin, 2001)
Ways to Address Technical
Competence
 Online readiness quiz for students.
http://cms.grcc.edu/dlreadiness
 Provide active, accessible technical
assistance
 Build in teaching and learning activities
that develop students’ computer skills
 Other ideas?
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3. Challenge: Preparation
 Time Constraints are
one of the biggest
barriers for women
(Furst-Bowe, 2002)
 Multiple roles force
women to plan their
course work around
other commitments
(Kramarae, 2001)
Ways to Address Preparation
 Clarify time commitment, need for
self-direction and overall expectations
 Set up a separate discussion area or
thread where students can discuss
and blend public and private spheres
on their own
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4. An example of an online syllabus
for faculty
http://cms.grcc.edu/syllabus
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5. Ways to Address Preparation
 For Hybrid Courses
be very clear about
in class time
requirements and
deliberate about
using this time for
experiences that are
not as rich or
suitable to do online
 Other Ideas?
Challenge: Discourse
 Research - women
focus more on
collaborative problem
solving and sharing
information; men are
more aggressive, tend
to posture, and
establish a dominant
position (Davis, 1996)
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6. Ways to Address Discourse Issues
 Use question starters that are guided by
the higher levels of Bloom’s Taxonomy
and focus on reflection, application,
analysis, synthesis and evaluation
 Provide opportunities for participants to
share ideas, experiences and learning
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7. Ways to Address Discourse Issues
 Provide a rubric with very specific
discussion expectations
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8. Challenge: Need for Engagement
 Female students are more likely to find the
lack of face to face interactions less
satisfying (Furst-Bowe, 2002)
 Women are more motivated by activities
that promote engagement (Palloff and Pratt,
1999)
Ways to Address the Need for
Engagement
 Build community throughout the course
 Use group sections to create smaller
collaborative groups
 Use online hybrid models for courses and
training when possible
 Provide real-life examples and develop
assignments related to real-life situations
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9. Challenge: Emotion
 Women often require
more encouragement
about their ability to
be successful in class
 Women’s messages
often demonstrate
their preoccupation
with caretaking
issues: their own
problems or someone
else’s (Halio, 2004)
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10. Ways to Address Emotion
 Use communication tools available- respond
to and send individual emails, the
announcements area can give information
and group feedback ( “the discussion board
postings are great! Keep up the good work!” )
and the survey tool in Bb can give you
anonymous feedback about the feelings of
the class members. Voice tools, video relay
and live online office hours can also work to
keep the communication lines open.
Ways to Address Emotion
 Model encouragement through early
discussion boards to create an environment
where students encourage each other
 Rubrics for assignments give students clear
expectations and specific feedback.
 Use technology to set up self correcting drag
and drop activities, practice quizzes, and
games such as crossword puzzles or jeopardy
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12. Challenge: Flexibility
Women are drawn to
online learning
because it is linked
to flexibility,
however, there are
questions about
how flexible online
learning really is
(Woller and Warner,
2001)
Ways to Address Flexibility Issues
 Faculty: adapt specific teaching methods
for courses
 Institutions: adopt policies to address
schedule issues such as length of courses,
timing, and use of open entry – open exit
options
 Provide online student services
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13. Top Three “Lessons Learned”:
Institutional Support for Quality
 Training, support and compensation is
provided for faculty to assist in course
development
 Class size is limited to ensure
individualized communication and
relationship building
 Technical support is available to students
and faculty
Top Three “Lessons Learned”:
Faculty Commitment to Quality
 Focused on engaging students and using
active learning techniques
 Willing to dedicate time to community
building and communication – online
courses are more flexible in terms of when
and where instruction takes place – not
less demanding
 Emphasize intentionality in reinforcing
student learning
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14. Course Instructional Mode Chosen
to Provide Quality and Meet
Student Needs
 Online Hybrid models can provide the best of
both worlds
 Student achievement in online and hybrid
classes can be equal to that of face to face
courses AND
 Student perceptions can be as positive and
even more positive in online and hybrid
courses (Great Start Professional
Development Grant)
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