References and suggested readings
- Burdick, M. N., & Hallman, H. L. (2021). Shifts in form, content, and communication: The rise of online, hybrid, and hyflex learning. In M. N. Burdick & H. L. Hallman (Eds.), At the crossroads of pedagogical change in higher education: Exploring the work of faculty developers (1st ed.). Routledge. https://doi.org/10.4324/9781003024842
- CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org
- Cizek, G. J., Andrade, H. L., & Bennett, R. E. (2019). Formative assessment: History, definition, and progress. In H. L. Andrade, R. E. Bennett, & G. J. Cizek (Eds.), Handbook of formative assessment in the disciplines. Routledge. https://doi.org/10.4324/9781315166933.
- Denker, K. J., Knight, K., Carroll, R. K., Bradley, K. R., Bonine, P. J., Lauck, S. M., Przytulski, H. S., & Storr, M. L. (2021). Assessing student mindset, interest, participation, and rapport in the post-pandemic public speaking classroom: Effects of modality change and communication growth mindset. Journal of Communication Pedagogy, 6, 178–194. https://doi.org/10.31446/JCP.2022.1.14
- Garcia, C., & Badia, A. (2017). Information problem-solving skills in small virtual groups and learning outcomes. Journal of Computer Assisted Learning, 33(4), 382–392. https://doi.org/10.1111/jcal.12187
- Gerbensky-Kerber, A. (2017). Creating a structured practice space with online mini-speeches. Communication Teacher, 31(2), 70–73. https://doi.org/10.1080/17404622.2017.1285409
- Institutional Eligibility under the Higher Education Act of 1965, as amended. (2019). n 34 CFR 600.2.
- Kleinpeter, J. R. (2017). Students’ perceptions and attitudes upon enrollment in an undergraduate hybrid design course. The International Journal of Learning in Higher Education, 24(2), 53–63. https://doi.org/10.18848/2327-7955/CGP/v24i02/53-63
- Kleinpeter, J. R. (2018). College students’ perceptions upon enrollment in a hybrid design course: A replication study. The International Journal of Technologies in Learning, 25(1), 1–15. https://doi.org/10.18848/2327-0144/CGP/v25i01/1-15
- Marquis, G. P., & Ghosh, S. (2017). Student preferences for a hybrid course. Journal of Education for Business, 92(3), 105–113. https://doi.org/10.1080/08832323.2017.1289886
- Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
- Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for technology-enhanced learning. Inquiry: The Journal of the Virginia Community Colleges, 15(1). https://commons.vccs.edu/inquiry/vol15/iss1/5
- Opt, S. (2012). Enhancing peer feedback and speech preparation: The speech video activity. Communication Teacher, 26(4), 224–227. https://doi.org/10.1080/17404622.2012.719630
- Pecot-Hebert, L. (2012). To hybrid or not to hybrid, that is the question! Incorporating voicethread technology into a traditional communication course. Communication Teacher, 26(3), 129–134. https://doi.org/10.1080/17404622.2011.650703
- Scutelnicu, G., Tekula, R., Gordon, B., & Knepper, H. J. (2019). Consistency is key in online learning: Evaluating student and instructor perceptions of a collaborative online-course template. Teaching Public Administration, 37(3), 274–292. https://doi.org/10.1177/0144739419852759
- Sellnow-Richmond, D., Strawser, M. G., & Sellnow, D. D. (2020). Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format. Communication Teacher, 34(3), 248–263. https://doi.org/10.1080/17404622.2019.1673456
- Shea, J., Joaquin, M. E., & Gorzycki, M. (2015). Hybrid course design: Promoting student engagement and success. Journal of Public Affairs Education, 21(4), 539–556. http://www.jstor.org/stable/24615544 https://doi.org/10.1080/15236803.2015.12002219
- Wood, A. K., Bailey, T. N., Galloway, R. K., Hardy, J. A., Sangwin, C. J., & Docherty, P. J. (2021). Lecture capture as an element of the digital resource landscape – a qualitative study of flipped and non–flipped classrooms. Technology, Pedagogy and Education, 30(3), 443–458. https://doi.org/10.1080/1475939X.2021.1917449
- Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation: A meta-analysis. Educational Technology & Society, 23(1), 1–15. https://www.jstor.org/stable/26915403.