Innovative Strategies for Differentiating Instruction to Meet the Needs of Adult Learners in a Hybrid Learning Environment: Modeling What We Teach

Increasing numbers of students are seeking online and hybrid learning. More than 25 percent of higher education students are now enrolled in at least one online course. As the numbers of students increase, so does the importance of providing effective instruction that focuses on the needs of the learners. “Assessing student needs provides instructors with information necessary to select appropriate technology and instructional strategies to develop an online environment that is appropriate, responsive, and beneficial for both the learners and the instructor” (Dupin-Bryant & DuCharme-Hansen, 2005 para. 2). The purpose of this presentation is to demonstrate how formative assessments can be used to design quality hybrid learning environments in early childhood teacher education to meet the needs of adult learners and academic standards for accreditation. Research-based methods for assessing student needs will be presented. The process used to identify assessment areas, construct an e- survey, collect and analyze data will be explained to illustrate how decisions were made with regard to the unique needs of students and overall course design. Innovative strategies and resources for using formative assessments to differentiate content, instruction and relevant learning experiences to meet student needs will be described. Recommended guidelines for using formative and summative assessments to design quality hybrid learning environments in early childhood teacher education to meet the needs of adult learners will be delineated. Final reflections and insights will be shared. Conferees will have the opportunity to actively engage in completing an e-survey designed to promote inquiry and continued reflection.