Document Type
Article
Publication Date
2020
Abstract
This Article is about using "asynchronous" online technology synergistically with in-class experiences and "synchronous" live-distance education sessions. It focuses on creating instructional videos because great videos are essential for online learning.' This Article also discusses creating digital teaching assets for active learning such as formative assessments, learning journals, and discussion boards.
The authors of this paper are a law professor and his former student and teaching assistant. We worked together for two years to innovate and implement many technological enhancements in Corporations class. We created and deployed a "Hybrid" course in which students performed "asynchronous" technology-mediated learning activities before class and then engaged in "synchronous" dialogue and group discussion during class time. This Article contains our report on our methods and the results.
Halfway through the semester, the coronavirus pandemic swept the world, and we suddenly changed in-person class time to "synchronous" Zoom meetings. Surprisingly, the course adapted remarkably well to this online Hybrid format. We realized that combining asynchronous technology-mediated learning with synchronous or live experiences resulted in a more impactful course. The faculty author also used Hybrid Method techniques to bring his Contracts course online in response to the COVID-19 emergency. We determined to write up a case study on our experiences with mixed modality teaching. We hope to help other teachers decide whether and how to create and deploy "digital teaching assets" in their own classes.
Recommended Citation
Seth C. Oranburg, Corporations Hybrid: A COVID Case Study on Innovation in Business Law Pedagogy, 56 Willamette L. Rev. 363 (2020) (with David Tamasy).
