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Blending remote and local learning in the liberal arts

By Christopher S Ruebeck


When designing a course offered during a small liberal arts college’s January Intersession, are there new ways to think about generating student demand? This may be particularly useful for courses with more-stringent pre-requisites satisfied by a limited number of students. Making connections to that small, passionate group can be particularly valuable but difficult to accomplish during the school year, and they may be particularly motivated by the opportunity to connect remotely. The course described in this presentation (Computational Simulation of Markets and Behavior) blended remote and on-campus access when it was offered during a three-week January 2016 session. Remote students participated in discussions during lecture and engaged in group work. They presented class projects to each other during their development, critiquing each other’s work and collaborating over the remote connections. Lecture incorporated conventional slides, whiteboard / blackboard, and iPad apps to deliver the content. Over the course’s compacted three week interim session, we began with all students connecting remotely and finished with all students local, with a mix of local and remote attendance during the middle week. Students and professor were able to successfully navigate the technological challenges for a valuable experience

Publisher: Scholarship, Research, and Creative Work at Bryn Mawr College
Year: 2016
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