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Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

The Strategic Challenge of Hybrid Innovation

Roberto Gamarra (Eastern New Mexico University, USA)
Debra Stone (Eastern New Mexico University, USA)
Session Information
July 8, 2014 - 4:30pm
Blended Models and Course Design
Areas of Special Interest: 
Innovative Blends
Major Emphasis of Presentation: 
Innovation and Experimentation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Information Session
Governor's Square 12
Session Duration: 
50 Minutes
Information Session 3

Learn about innovative tools that transform face-to-face and online courses into hybrid courses. Case studies will enable you to craft your own HIS.

Extended Abstract

This paper provides strategic insights to the current debate on the future of higher education, and bases its research on three views: 1) that blended learning is transforming all aspects of higher education, 2) that innovation and technology have become the engine of change in higher education, and 3) that the future of higher education courses lies in innovation and diversification of course features. ). Course features are the building blocks in the structure and teaching-learning processes in a course. These building blocks must be identified, defined, elaborated, and applied in a course. Do colleges and universities face strategic challenges in formulating and executing effective hybrid innovation strategies for course features? Does the future of higher education rest in hybrid course features? This paper seeks to answer these research questions.

Most scholars would agree that the hybrid phenomenon in higher education is not well understood.
To examine this phenomenon closer, the authors researched historical observations, analytical descriptions, conceptual level theorizing, and extant literature on the subject. Thus, this paper's main method of research includes discovery and secondary hypothesis testing. The main contributions include: (i) providing instructional technology history-based definition of the notion of "course features," and organizing them into design, delivery, content, and assessment categories; (ii) developing history-based definitions of face-to-face only, online-only, correspondence, and hybrid course features; and (iii) proposing hybrid innovation strategies that combine course design, course content, and delivery and assessment strategies with onsite-only features, and courses with online-only features.

This study categorizes hybrid innovation strategies and provides case studies to show how the use of new tools can be used to transform face-to-face and online courses into hybrid courses. The case studies presented will also inspire readers to reflect on their own efforts to combine face-to-face and online course features. This paper is useful for instructors in colleges and universities who prefer to increase their teaching effectiveness and improve their student learning outcomes. By the end of the paper, readers will be able to craft their own hybrid innovation strategies.

Lead Presenter

Dr. Roberto M. Gamarra is the recipient of the Best Paper Award at Oxford University's Global Business and Economics Conference in the United Kingdom, and was nominated to the “Excellence in Adult Learning Award.” This award is given to the faculty that best exemplify the values of knowledge, fidelity, wisdom, justice, and association. Dr. Gamarra has been Director of the Peruvian Commercial Office in New York, Post-Doctoral Research Scholar at the Management Department at Columbia Business School at Columbia University, International Research Consultant at the prestigious Earth Institute at Columbia University, Adjunct Associate Professor of International Business at Stern School of Business at New York University, and is currently Global Technology Leadership & Management Faculty at ENMU.