Best Practices: Hybrid Courses
Hybrid courses effectively blend online learning elements with face-to-face instruction. Hybrid courses are NOT courses that include both face-to-face and online students.
Choosing a Hybrid Model
Recent research shows many students prefer and learn more in a Hybrid environment, which integrates technology with valuable instructor contact. A hybrid course makes sense when students will need intense periods of instructor guidance, experience, practice, or peer feedback to expedite learning. Hybrid courses incorporate in-class activities that directly benefit student learning, such as when complex skills, or highly collaborative team projects are learning outcomes.
Hybrid Design Methods
- Begin with learning outcomes, then you can begin distinguishing online and face-to-face activities. Plan your online content to complement in-class sessions, and vice-versa. For example, the online portion can be well-suited to fact-based learning such as overviews, discussions, quizzes, and lectures, which can activate prior knowledge and prepare students for new ways of thinking.
- Maximize the in-class learning time with hands-on labs, application tasks, problem-solving, and team projects where students benefit from working together, asking questions, and receiving in-the-moment instructor guidance.
Assess learning both online and in class. You can accelerate in-class learning by allowing time for plenty of trial, error, and immediate feedback.
- Before class, provide examples and explanations.
- In class, encourage student collaboration, active learning with feedback, applied learning, and demonstration of mastery.
- After class: Reinforce in-class learning activities with reflection and enriched practice.
- University of Central Florida’s Blended Learning Toolkit
- Templates for mix-mapping hybrid course integration can be found at https://blended.online.ucf.edu/blendkit-course-diy-project-tasks/
- Educause Review Study of Undergraduate Students and IT, 2013 http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
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