Questions to Consider As You Prepare to Teach Your First Hybrid Course

A hybrid course is much more than just an online course with a face-to-face class session thrown in for good measure. It involves asking, “What is the best way for students to interact with course content, construct knowledge, engage in critical thinking and problem solving?” Purposeful decisions are made by the instructor as to what activities are best included in face-to-face class sessions, and which activities would work well in a virtual environment. The term hybrid, or blended course, signifies a new way of thinking about how to harness the power of technology to promote learning and identify the best strategies to help students master important course concepts. However, it is about more than just teaching an existing course in a new format.

Blended [hybrid] learning inherently is about rethinking and redesigning the teaching and learning relationship. To paraphrase Marshall McLuhan, it is not enough to deliver old content in a new medium“. 1

Blended or hybrid learning capitalizes on an important paradigm shift in instructional pedagogy. The traditional role of instructor who was considered the “sage on the stage” has shifted towards one in which the instructor assumes the role of “guide on the side, sharing his/her subject matter expertise with students.” This represents a significant shift from what Barr and Tagg refer to as an Instruction Paradigm to a Learning Paradigm.

Instruction Paradigm Learning Paradigm
Improve the quality of instruction Improve the quality of learning
Transfer knowledge from faculty to students Elicit students’ discovery and construction of knowledge
Covering the material Specified learning results
Faculty are primarily lecturers Elicit students’ discovery and construction of knowledge
Any expert can teach Empowering learning is challenging and complex
Achieve access for diverse students Achieve success for diverse students
“Live” teacher, “live” students required “Active” learner required, but not “live” teacher

Source: Barr & Tagg, From Teaching to Learning: A New Paradigm for Undergraduate Education, Change, November/December 1995, pp. 13-25.

Hybrid or blended learning promotes active learning and increased student engagement. Classroom lectures, readings, and even demonstrations which would traditionally fill classroom time can now be delivered in the online environment. Instructional time is used for students to collaborate on course projects and participate in authentic learning activities. Class time is also devoted to in-depth discussions of important course concepts, allowing the instructor to clarify misunderstandings, and provide assistance to students who are struggling. Blended learning allows the instructor, or subject matter expert, to select the best environment for each learning activity while also affording the opportunity to also address multiple learning styles 2.

In hybrid courses, “the mixture of online and face-to-face activities has no predefined format. The instructor decides which activities will take place online and which will take place face-to-face.”3 Regardless of the format, hybrid courses have several defining characteristics:

  • an emphasis on active learning and problem solving
  • student ownership of own learning
  • student centered
  • a focus on inquiry and dialogue
  • support from technology but not driven by it

You may be considering transitioning your traditional lecture-based course to a hybrid course. Or, you may be interested in developing an entirely new course using the hybrid, or blended model. No matter what the original intent, there are several important considerations to address before course development begins. As a start, consider reviewing the online resource, Ten Questions to consider when redesigning a course for hybrid teaching and learning from theUniversity of Wisconsin-Milwaukee.

As with developing any course, regardless of format, the first and most important question to address is: what do you want your students to know (and be able to do) at the end of the course? If you can answer that essential question, you are well on your way to creating your first hybrid course!

Additional Resources

References

1 Garrison, D. Randy, and Heather Kanuka. “Blended learning: Uncovering its transformative potential in higher education.” The internet and higher education 7.2 (2004): 95-105.

2, 3 Ionas, Ioan, Matthew Easter, William Miller, and Gayla Neumeyer. “Using Open-Source Tools to Design and Develop the Online Component of a Blended-Learning, Instructor-led Course,.” International Journal of Designs for Learning 3.1 (2012): 12-26. http://scholarworks.iu.edu/journals/index.php/ijdl/index. Web. 14 Nov. 2012.

Comments

  1. says

    Great resource on blended learning Irma. This very applicable today; even at the elementary. What are are some of the ways that you would suggest that blended learning may be utilized in the classroom effectively, especially a school located in a community with limited resources?

    Great post. I have subscribed to your blog. I am researching blended learning as well and writing about it on my blog at AccuTeach

  2. says

    Thanks, @accuteach! I just saw your comment and am glad that you found the TeachOnline blog post of value. Teaching in a community with limited resources is challenging under any circumstances. Maybe it will not be possible to go “full hybrid or blended” right at first. I would recommend beginning by leveraging the resources that are available by incorporating third-party resources (e.g., youtube, Khan Academy, iTunesU, MOOCs) wherever possible. Here is a link to a list of free/no cost resources that would be a good starting point. http://tinyurl.com/p7ln8yh.

    It is important to remember that hybrid or blended learning features an emphasis on active learning and problem solving that is supported by technology rather than driven by it. Even if a district is challenged by a lack of resources, students will still benefit from an even a gradual transition to this model of instruction.

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