Articles

Teaching a Hybrid Mathematics Course During a Pandemic: Insights from a Community College Math Instructor

Authors

• • Shannon Bishop shannon.bishop@cgc.edu Email Shannon Bishop. (compose email, opens in email app.)
  • Mathematics
  • Chandler Gilbert Community College
• • Linda Reichwein Zientek
  • Department of Mathematics & Statistics
  • Sam Houston State University View ROR record for Sam Houston State University. (opens in new tab)
• • Susan Troncoso Skidmore
  • Educational Leadership
  • Sam Houston State University View ROR record for Sam Houston State University. (opens in new tab)

Abstract

As a result of the COVID-19 pandemic, hybrid learning environments went from scarce offerings on some post-secondary campuses to a pervasive presence across most campuses. In some instances, hybrid courses were implemented in haste with minimal planning by educators and a lack of essential training and support for instructors. This action research study documents an instructor’s insights gained from implementing a hybrid modality algebra course at a community college in the southwestern United States during a pandemic in the 2020-2021 academic year. 

Keywords: Hybrid learning, Best practices, Mathematics, Higher education, COVID-19, Professional development, Self-efficacy, Hybrid-leaving environments, Teacher Reflections, hybrid learning, best practices, mathematics, higher education, professional development, self-efficacy

How to Cite: Bishop, S. , Zientek, L. R. & Skidmore, S. T. (2024) “Teaching a Hybrid Mathematics Course During a Pandemic: Insights from a Community College Math Instructor”, Journal of the National Organization for Student Success. 1(2). doi: https://doi.org/10.61617/jnoss.36