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Reflective Practice Large Group Meeting Resources, 2020-2021

Background Reading

Arja, S. B., Arja, S. B &  Fatteh, S. (2019). The hybrid model of clinical skills teaching and the learning theories behind it.  Journal of Advances in Medical Education & Professionalism, 7(3), 111–117.

Baker, L. A., & Cavinato, A. G. (Eds.). (2020, July 24). Teaching analytical chemistry in the time of COVID-19. Analytical  Chemistry  92 (15):  10185–10186. 

Carrasco, B., & Johnson, S. (2015). Hybrid language teaching in practice : Perceptions, reactions, and results. Springer Briefs in education. eBook.

Caulfield, J. (2011). How to design and teach a hybrid course achieving student-centered learning through blended classroom, online, and experiential activities. Stylus Pub. eBook.  

Howell, C. D. (2020). “A rose by any other name”: The significance of naming in face-to-face, online, and hybrid teaching. Curriculum & Teaching Dialogue, 22(1/2), 61–75. 

Linder, K. E. (2017). Fundamentals of Hybrid Teaching and Learning. New Directions for Teaching & Learning, 2017(149), 11–18.

Singh, S., & Arya, A. (2020). A hybrid flippedclassroom approach for online teaching of biochemistry in developing countries during Covid19 crisis. Biochemistry and Molecular Biology Education. 48: 502–503.