1. Language Learning:
Appropriating
a hybrid
pedagogy to
foster
engagement

2. Introduction
• My background - ESL
• UMSL
• Hybrid and Online courses
– Rapidly expanding field
– Pedagogically and financially
• Ed Tech
– Focus on the use of technology in a hybrid
classroom
• Language classroom – Spanish

3. Lenses
• Sociocultural theory
– Mediated mind – situated learning – how students use
language in thinking activities
– ZPD – problem solving under guidance
• Krashen’s second language acquisition theory
– i+1 – comprehensible input
• Constructivist learning environment
– Learners work together using a variety of tools in the
pursuit of learning goals
• Technological Pedagogical Content Knowledge (TPACK)
– Effective technology integration
• The International Society for Technology in Education
(ISTE) National Educational Technology Standards (NETS)
– Educator-created standards

4. Research Questions
• For students:
– How do students perceive their hybrid
learning experience?
• For teachers:
– How do teachers take that information
and make use of it when constructing a
hybrid language course?

5. Guide for questions
• Amalgam of various sites and
resources
• Five factors that are key to success
in an hybrid course
– Technology – access, use, and support
– Buy in – teacher and student
– Motivation – attitude and engagement
– Time – teacher and student
– Efficacy – following best practices?

6. Significance
• March 8, 2013, St Louis Post-Dispatch
article “Flipped classrooms: homework
in class, online lectures at home”
– The number of schools using the flipped
approach has doubled since 2010
– Universities like the idea because this
approach can ultimately cut costs
– Students like it because students are the
focus and they have more chances to ask
questions and get feedback

7. Purpose of the study
• The purpose of this study is twofold
– To note and review student perceptions
of content delivery, knowledge
expression activities, and assessment
of hybrid language instruction
– To monitor teacher development and
understanding of best hybrid pedagogy

8. Methods
• Basic qualitative study
• Phenomenological case study
– Lived experience (Van Manen, 1990)
– Primary method of data collection: interviews (Merriam,
2009) and observation
– Researcher explores own experience (Merrriam, 2009)
• Bracketed (unbiased) (Husserl, 1970) and
“unbracketed” (biased)
– Better overall understanding of another’s experience
(Creswell, 2007)
– Horizontalization (Moustakas, 1994) – data analysis –
clusters of meaning – equal weight
– Textural Descriptions – using participant voices
(Moustakas, 1994)
– Structural descriptions - contextualization (Moustakas,
1994)
– Composite – combination of textural and structural

9. Methods
• Phenomenological case study
– “over time, through detailed, in-depth data
collection involving multiple sources of
information” (Creswell, 2007)
• Observations, interviews, audiovisuals, written
materials, reports, written work, online work, etc.
– Bounded system – a particular hybrid course
– Unit of analysis – learners’ experiences in that
particular hybrid course
– Instrumental - “provide insight” “facilitates our
understanding” (Stake, 2005)

10. Methods
• Grounded theory
– “particularly useful for addressing questions
about process, that is, how something
changes over time” (Merriam, 2009)
• Data –
interviews, observations, documentary
materials (Merriam, 2009)
• Theoretical sampling - analysis of data
being collected in order to decide what data
to collect next (Glaser & Strauss, 1967)
• Constant Comparison – data is grouped
and analyzed looking for emerging patterns
(Corbin and Strauss, 1990)

11. Timeline
Phenomenological case study
• Mid-July – pre-program interview with teacher – life history
• Pre-program student survey – life history - Qualtrics
embed
• Classroom observation – 8 total classes (3 hours – T/Th) –
observe 4 – first two Tuesdays and last two Thursdays
• Mid-program student survey - contemporary experience -
Qualtrics
• Mid-program teacher interview – present experience
• Think alouds – purposeful sampling – maximum variation
(Patton, 1989) - students chosen with teacher input to
represent a spectrum
• Post-program student survey – reflection on meaning -
Qualtrics
• Post-program teacher interview – reflection on meaning
(Seidman, 2013)

12. Timeline
Grounded theory research
• Collect and analyze data in an ongoing process (Strauss &
Corbin, 1990) – starting in July
• Data is given conceptual labels and categories begin to form
(Strauss & Corbin, 1990) which will help inform future questions
• “After developing a tentative category, we return to the field
setting to gain specific data to illuminate the category”
(Charmaz, 2011, p.167) -
• A variety of teachers will be interview in the language
department to “identify as much variation in types as possible”
to find representatives of concepts (Strauss & Corbin, 1990)
• Patterns and variations are collected in theoretical memos
(Strauss & Corbin, 1990)
• Language teachers will be identified and interviewed at the
beginning of the Fall semester