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Workflow for Developing Online Content for Hybrid Classes

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Capstone and Online Courses in Construction Education

Tagged Division


Page Count


Page Numbers

24.1400.1 - 24.1400.16



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Paper Authors

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John Mallen Iowa State University


Charles T. Jahren P.E. Iowa State University

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Charles T. Jahren is the W. A. Klinger Teaching Professor and the Assistant Chair for Construction Engineering in the Department of Civil, Construction and Environmental Engineering at Iowa State University. He earned his Bachelor of Science in Civil Engineering and his Master of Business Administration from the University of Minnesota and his PhD in Civil Engineering from Purdue University. He has over six years of industrial experience as a bridge construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme California. His teaching interests include construction equipment, cost estimating and construction process design. His research interests include highway and heavy construction methods, road maintenance methods and innovations in construction process administration.

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Natalya A. Koehler Franklin University, OH

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Instructional Design Faculty
Franklin University, OH

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Aliye Karabulut Ilgu Iowa State University

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Workflow for developing online content for hybrid classes By John Mallen, Charles Jahren and Natalya Koehler Successful hybrid courses require high quality online content, which can include both multimedia presentations and auto‐graded formative assessment items.  Providing such high quality online content is costly because a considerable investment in staff time is required.  When students interact with the online content, it is not possible to make spontaneous adjustments to the delivery in response to student feedback.  Therefore, it is critical for the online content to be well tested and presented appropriately for the target audience.  Such refined instructional design and testing further add to the cost. This paper documents a workflow that has been successfully used to produce online content using a research based framework for hybrid course delivery. A 25 step workflow is detailed including input, output, staff responsibility, process description, required resources and constraints. The development team includes faculty members, instructional design specialists, graduate teaching assistants, undergraduate students who recently took the course, undergraduate students who are currently taking the course and undergraduate students who are not involved in the course. Including students in the team provides insights regarding appropriate instructional techniques, reduces costs, and increases quality control from the learner’s perspective.  In addition, it provides students with valuable and motivational technical experience in multimedia production, instructional design experience, and funding to offset some of their educational expense.  The effectiveness of the online content is documented for courses involving construction equipment, construction planning and scheduling and cost estimating. 

Mallen, J., & Jahren, C. T., & Koehler, N. A., & Karabulut Ilgu, A. (2014, June), Workflow for Developing Online Content for Hybrid Classes Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22790

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