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), 28-42. https://doi.org/10.61617/ jnoss.36
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