Graduate Program

English

Degree Name

Master of Arts (MA)

Semester of Degree Completion

Summer 2022

Thesis Director

Tim N. Taylor

Thesis Committee Member

Melissa Ames

Thesis Committee Member

Robin L. Murray

Abstract

Hybrid learning is steadily growing in popularity and showing to be an effective learning modality to accommodate diverse student populations. The pandemic is an unexpected outlier in the overall picture of hybrid learning, and it is helpful to reflect upon best academic practices, including grading methods, to help mitigate loss of learning and to continue to make improvements in pedagogical practices. This thesis explores the relationship between the hybrid learning model and evaluation, specifically Standards Based Grading, and how this combination of methods influences best writing practices. Using reflections gathered from teacher surveys via a case study, it appears the hybrid learning model has increased the amount of real-time feedback given to students. Additionally, hybrid learning, paired with smaller class sizes, appears to have positively influenced student motivation and confidence in writing. Potential concerns are that students are not adapting to the remote aspects of hybrid learning that require self-paced learning. Teachers have found modeling writing processes to be a challenge when instruction is not in-person. The results find that hybrid learning and SBG can be an advantageous pairing. This study does not conclude that each one necessarily influences the other. However, SBG does influence digital writing instruction and can be a powerful blend. This study suggests that restructuring seat time and evaluating the frequency of evaluation are practices to better support the implementation of hybrid learning. Additionally, this study suggests that when allotted smaller class sizes, students receive more differentiated writing tasks and individualized feedback through the hybrid model.

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