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Harvard Case - Assistant Professor Tung-Mei Koh in the Hybrid Classroom

"Assistant Professor Tung-Mei Koh in the Hybrid Classroom" Harvard business case study is written by V.G. Narayanan, William Schiano. It deals with the challenges in the field of General Management. The case study is 4 page(s) long and it was first published on : Sep 21, 2020

At Fern Fort University, we recommend a multifaceted approach to address Professor Koh's challenges in the hybrid classroom. This approach combines elements of change management, technology integration, pedagogical innovation, and faculty development to create a more engaging and effective learning environment for both students and faculty.

2. Background

This case study focuses on Assistant Professor Tung-Mei Koh, who is struggling to adapt her teaching methods to a hybrid classroom environment at Fern Fort University. The university has implemented a hybrid model to cater to the diverse needs of its student body, but Professor Koh is finding it difficult to maintain student engagement and deliver the same quality of instruction as in a traditional classroom. The case highlights the challenges of digital transformation in higher education, particularly the need for faculty development to effectively utilize technology and adapt teaching strategies to a hybrid environment.

3. Analysis of the Case Study

To understand Professor Koh's situation, we can utilize the SWOT analysis framework:

Strengths:

  • Professor Koh is a dedicated and experienced educator with a strong commitment to student success.
  • The university has invested in technology infrastructure to support hybrid learning.
  • The hybrid model offers flexibility and convenience for students.

Weaknesses:

  • Professor Koh lacks confidence and training in utilizing technology for teaching.
  • The hybrid model requires a different approach to teaching and engagement.
  • Student engagement and participation may be lower in the online environment.

Opportunities:

  • Implement innovative teaching methods and technologies to enhance student engagement.
  • Leverage online platforms for collaborative learning and interactive activities.
  • Develop faculty training programs to support the transition to hybrid learning.

Threats:

  • Resistance from some students and faculty to the hybrid model.
  • Technological issues and technical difficulties can disrupt learning.
  • The potential for increased workload and stress for faculty.

4. Recommendations

To address Professor Koh's challenges, we recommend the following:

1. Faculty Development:

  • Training: Provide comprehensive training for Professor Koh and other faculty on utilizing technology for teaching in a hybrid environment. This training should cover various tools and platforms, including video conferencing, learning management systems, online assessment tools, and interactive learning activities.
  • Mentorship: Pair Professor Koh with a mentor who has experience in hybrid teaching to provide guidance and support.
  • Peer Collaboration: Encourage faculty to share best practices and collaborate on developing innovative teaching strategies for the hybrid classroom.

2. Pedagogical Innovation:

  • Flipped Classroom: Encourage Professor Koh to adopt the flipped classroom model, where students engage with learning materials outside of class and use class time for interactive discussions, problem-solving, and collaborative activities.
  • Active Learning Strategies: Implement active learning strategies like case studies, simulations, group projects, and online discussions to enhance student engagement and critical thinking.
  • Personalized Learning: Utilize technology to personalize learning experiences based on individual student needs and learning styles.

3. Technology Integration:

  • Learning Management System (LMS): Utilize the university's LMS effectively to deliver course content, facilitate communication, and track student progress.
  • Video Conferencing: Regularly use video conferencing for live lectures and interactive sessions to maintain a sense of community and connection.
  • Online Assessment Tools: Utilize online assessment tools to provide timely feedback and track student learning outcomes.

4. Student Support:

  • Technical Assistance: Provide students with adequate technical support to ensure they can access online resources and participate in virtual activities.
  • Communication: Encourage open communication between students and faculty to address concerns and provide support.
  • Community Building: Facilitate online communities and forums to foster student interaction and collaboration.

5. Basis of Recommendations

These recommendations are based on the following considerations:

  • Core Competencies and Consistency with Mission: The recommendations align with the university's mission to provide quality education and support student success in a technologically advanced environment.
  • External Customers and Internal Clients: The recommendations address the needs of both students and faculty, ensuring a positive learning experience for all.
  • Competitors: The recommendations are informed by best practices in hybrid learning adopted by other universities, ensuring Fern Fort University remains competitive in the higher education landscape.
  • Attractiveness: The recommendations are expected to improve student engagement and learning outcomes, leading to increased student satisfaction and retention rates.

6. Conclusion

By implementing these recommendations, Fern Fort University can effectively address the challenges of the hybrid classroom and create a more engaging and effective learning environment for both students and faculty. This approach will require a commitment to change management, technology integration, pedagogical innovation, and faculty development, but the benefits will be significant in terms of student success and institutional reputation.

7. Discussion

Alternative approaches to address Professor Koh's challenges include:

  • Traditional Classroom: Reverting to a traditional classroom model, which may not be feasible given the university's commitment to the hybrid model and student preferences.
  • Limited Technology Integration: A more gradual approach to technology integration, which may not be as effective in engaging students and addressing the needs of the hybrid environment.

The key risks associated with these recommendations include:

  • Resistance to Change: Some faculty and students may resist the changes to the teaching and learning environment.
  • Technological Issues: Technical difficulties and disruptions can hinder the effectiveness of the hybrid model.
  • Increased Workload: The transition to hybrid learning may increase the workload for faculty.

8. Next Steps

To implement these recommendations, the following steps should be taken:

  • Immediate: Provide Professor Koh with immediate training and support on utilizing technology for teaching in a hybrid environment.
  • Short-Term: Implement a pilot program with a small group of faculty to test and refine the recommended strategies.
  • Long-Term: Develop a comprehensive faculty development program to support the transition to hybrid learning across the university.

By taking these steps, Fern Fort University can successfully navigate the challenges of the hybrid classroom and create a more engaging and effective learning experience for all.

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