Ive kept abreast as best I can on the burgeoning literature on hybrid (or blended, in the UW-Milwaukee lexicon) teaching, so I feel comfortable in saying that the book you now hold in your hands is well worth your time: its a book that I believe to be basic to any instructors appreciation of the full value of blended teaching and learning.
Alan Aycock, Professor of Anthropology and Acting Director
University of Wisconsin-Milwaukees Learning Technology Center
Dr. Caulfields book on how to design and teach a hybrid course offers necessary and valuable information to faculty and students alike. Moreover, her convergence of theory, experience, and application will definitely advance the current work in the field of designing and teaching hybrid courses.
Robert Deahl, Dean, College of Professional Studies, Marquette University, and Past President
Commission on Accelerated Programs
This book will be a valuable resource for faculty in higher education who are planning, designing, teaching, and evaluating a hybrid course. Jay Caulfield combines interview data from experienced hybrid teachers with an extensive literature review to provide practical tips and guidelines for creating a successful hybrid teaching and learning experience.
Norm Vaughan,co-author, Blended Learning in Higher Education, and
Mount Royal University, Canada
Teaching a hybrid course well demands careful planning. This book provides excellent guidance on how to do that planning.
Dee Fink, National Project Director: Teaching & Curriculum Improvement (TCI) Project, and Senior Associate
Dee Fink & Associates Consulting Services
Dr. Caulfield has a great deal of experience with hybrid teaching methods and she has studied and worked with some of the leading figures in the hybrid movement. She effectively uses her experience and the experience of others who have both scholarly and practical knowledge of hybrid teaching methods to present a very readable and helpful account of the factors that can make hybrid teaching an engaging and effective learning experience for students from a variety of backgrounds and disciplines. The book will be very helpful to instructors who have some experience with hybrid instruction as well as those who may be thinking of trying this form of teaching for the first time."
Dave Buckholdt, Director, Center for Teaching and Learning
Marquette University
"A significant accomplishment. Jay Caulfield's experience as a teacher and faculty developer, and researcher in hybrid learning, is evident in the way she has made this material relevant for a broad audience."
Robert Kaleta, Director Emeritus
University of Wisconsin, Milwaukee
"Offers guidance on teaching courses characterized by a reduction in the "face time" of the classroom, and the addition of online and experiential learning."
The Chronicle of Higher Education
"This is a guide for all who teach, and especially for those who have chosen to teach in a hybrid learning format."
Book News Inc.
"The basis of How to Design and Teach a Hybrid Course is the notion that students learn best by doing, by experiencing, and then by reflecting on their experiences. Caulfield does a good job discussing the ways in which hybrid course design provides the theor4etical and pedagogical framework for such active, reflective learning. For the busy scholar, such a course will require a good deal of planning and designing time, but the reward of increased student learning will offset the initial investment."
Jeffery Galle, Oxford College of Emory University
Teaching Theology & Religion
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