A Hybrid course integrates the benefits of face-to-face instructions with the flexibility of online learning to create a high-quality educational experience. This course format blends face-to-face activities and online activities so that they reinforce and complement each other. It provides active learning for all types of students and typically 50% or more of the content, materials or assessments are online.
Listed below are some scenarios that depict ways the CODL instructional designers and eLearning support specialists have worked with faculty and instructors.
Transitioning from a traditional classroom format to a Hybrid format:
An instructor taught a lecture course and wanted to redesign the course to a Hybrid format. After identifying the course goals and learning objectives, content was reviewed to determine which topics and concepts were deemed for in class lecture and discussion and which would be delivered online. This format allowed more time to address difficult aspects of the course in class and complete other learning activities in an online environment.
Online components were accessed in Blackboard and included the instructor’s welcome video, writing assignments, map activities, library research, blogs for continued discussion, reading quizzes and the final exam. The online coursework reinforced concepts presented in class and helped students build connections to all the material for a specific topic. A variety of internet resources, added as weblinks, allowed students to gain insight and information beyond the scope of the textbook and class discussions.
Increasing instructor presence in a Hybrid course:
An instructor developed a Hybrid course on leadership and while student feedback was positive, there remained a desire to continue to improve on the course design. The course development included a single video introduction by the instructor followed by reading assignments, narrated slide decks, discussion boards, linked resources (video and articles), as well as writing assignments and quizzes. While the instructor regularly engaged in student communication, there was a desire to further increase a sense of instructor presence throughout the course.
The instructor worked with eLearning support specialists and developed 2-3 minute video vignettes that were added throughout the course to reinforce key concepts of assigned readings. Evidence shows that reading to the learner that which can be read by them lessens attention span. Therefore, the instructor changed the narration of slide decks from reading text verbatim to narrative that further elaborated on slide content. Additionally, the enhanced narrative was closed-captioned by CODL to ensure accessibility and provided in an alternative PDF format for easy download by students for further review.