Making the Jump to Hybrid Space: Employing Face-to-Face and Online Modalities in a Special Event Planning Course

Abstract

Every quarter at California State University East Bay, a special event-planning course is offered in a hybrid format (face-to-face and online) and uses interactive Problem-Based Learning (PBL) activities designed to challenge and inspire intellectual growth. The PLB method is different in that students are not only receivers of knowledge but are more actively engaged in their own learning (Clark, 2009). Students are asked not only to absorb facts and theories but to also discover and create knowledge that is useful in the real world. The students' main assignment is to produce a special event, while the goal is to provide exciting learning experiences that allow growth, skill development, and expertise related to the curriculum. As a result, students have produced three events: “Yes Wii Can,” a mini-Wii tournament and fundraiser for Haiti; “Sizzling Summer Celebration,” an outdoor open-mic and “poetry slam” and fundraiser for the American Red Cross; and the “FalliDay Holiday Party,” a multi-themed party (Halloween, Christmas, New Year, Hanukah, etc.) and fundraiser for Toys for Tots. Adapting the special event curriculum has proven to be a positive and successful learning activity. Allowing college students the freedom to develop and create within the course guidelines in multiple learning environments is an effective teaching tool that continues to be a fruitful academic endeavor for all involved.

KEYWORDS:

• Special events
• hybrid learning environments
• problem-based learning
• interactive learning
• applied learning
• learning outcomes