Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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.