Being an Instructor in a Hybrid Course
What is Hybrid and Why
Hybrid courses combine face to face (F2F) classroom interaction with technological interaction outside
of F2F time. Hybrid courses offer busy adult learners flexibility, convenience, multiple means of
engagement, and a degree of self-paced work. Hybrid courses should not be less rigorous than F2F
courses.
Utilizing a Scaffolding Approach
Through scaffolding, instructors closely engage students in particular tasks that students would not be
able to complete alone, with a goal of eventual student independence. This means instructors need to
know their students’ current capabilities and assist them with reaching next steps. In the context of a
Hybrid course, instructors can take advantage of the F2F time with tasks that require more instructor
help, with the aim of more student independence during out-of-class time. However, instructors should
still be available outside of class time to continue to support student growth.
Promoting Student Engagement
As in any course, it is important in a Hybrid course that there is regular student/instructor and
student/student engagement. Instructors need to be especially aware of their online presence during
out-of-class time. Online presence comes in many forms such as giving timely and detailed assignment
feedback, engaging in online discussions, making regular announcements, conducting live sessions (such
as WebEx), and offering other forms of two way communication. Instructor online presence should be
evident multiple times each week.
One goal of the learning that takes place during out-of-class time is that students are more prepared for
what will happen during F2F time. In many cases a Hybrid course will begin and end with F2F class
meetings. The instructor can ensure students come to F2F classes prepared through formative
assessments such as quizzes, tests, writing assignments, group activities, and discussions.
Instructors should make clear what it means to be engaged in during F2F and out-of-class time. See
Figure 1 for a guide to engagement that you can share with students.
Figure 1- Student F2F Engagement
Engagement
I am Fully Engaged
Student Course Engagement
Preparation (outside of
Participation (in class)
class)
Exemplary Preparation.
Animated Participation.
I read carefully and research I attend class and I speak daily.
background information on
I try to advance the conversation by
the author/topic ahead of
presenting evidence to support my
time.
ideas.
I research social, cultural,
historic, economic, political
connections to the
I present related research,
text/topic.
implications, or complexities in the
I consider the course’s
text/situation/topic.
Essential Questions as I
prepare.
I am Occasionally Engaged
Novice Preparation.
Occasional Participation.
I read assignments ahead of I attend class daily.
time.
I speak occasionally—mainly when
I do basic research to
called upon by the professor.
understand the material, but Sometimes I present general evidence
I do not go beyond the
to support my position.
obvious.
Sometimes I consider the
course’s Essential Questions
as I prepare.
I’m not sure how to be
Inadequate preparation.
Inadequate participation.
engaged; I need some
Sometimes I do the reading. My attendance is inconsistent.
direction
I don’t research to
I participate only when prompted.
understand the material, nor
do I go beyond the obvious.
I am Disengaged
No Preparation.
No Participation.
I neither read nor research
My attendance is inconsistent.
before class.
I do not speak in class.
Source: Stephanie Almagno, PhD, http://www.facultyfocus.com/articles/effective-teachingstrategies/participation-points-making-student-engagementvisible/?utm_campaign=Faculty%20Focus&utm_content=50702409&utm_medium=social&utm_sour
ce=linkedin
Planning your F2F classes and Hybrid Activities
In a Hybrid class, time management is an essential skill for students and instructors alike. Clear guidance
should be given before the course begins regarding time commitments, expectations, due dates, and
late penalties (if applicable). A weekly schedule should be provided. Feedback should be obtained from
students a couple weeks or so into class to see things are going. Carefully planning what will take place
in the F2F classes and out-of-class will set the stage for learning to take place. See Figure 2 for an
overview of a Hybrid course, and the steps that follow.
Figure 2 – Planning your course
1. Reviewing Course Objectives.
Review the course objectives and consider how the course objectives will be fulfilled
through both the F2F and out-of-class learning activities and assignments.
2. Considering the structure of your course.
Is the course eight weeks? Do you meet for two or three weekends? Think about how
you will cover the course concepts in each of your F2F meetings. Consider which
concepts students can study and practice between class meetings. How will scaffolding
take place?
3. Considering your teaching approach.
a. Consider your teaching strengths, interests, and experiences as you plan how to present
each class topic.
b. Think about what types of learning activities you are comfortable with and what you
would like to gain experience with.
Figure 2 – Considering your teaching approach
My teaching strengths
My professional interests and
experiences
4. Planning how the learning will take place.
a. Take advantage of F2F time with learning activities that are best suited for live
interaction and require more instructor guidance. Allow students to work on readings,
assignments, and learning activities that require less guidance between class meetings.
Remain available during out-of-class time.
b. For each course topic, plan how it should be presented, and what F2F and out-of-class
learning activities will allow students to apply the knowledge, learn from one another,
and engage in dialogue that promotes learning.
c. Take into consideration who your students are as learners within their program of
study. Is this a course with many new students? Is this a capstone or advanced course?
Here are some potential learning activities to consider as you plan your learning activities:
Active Learning Strategies
Peer-Assisted Learning
Brainstorming
Problem-Based Learning
Bringing in Guest Speakers or a Guest Panel
Report-Back Learning
Cooperative and Collaborative Learning
Research Projects
Discovery Learning
Role Playing
Effective Lecturing
Scaffolding
Game-Based Learning
Simulations
General Education Competencies (CMU)
Small Group and Class Discussion
Graphic Learning
Storytelling
Interactive Lecture
Student Journaling and Blogging
Know What to Know-Learned
Student Response Systems - Clickers and Polling
Laboratory Activities
Teaching with Video
Learning Centers
Utilizing Case Studies
Minimizing Plagiarism
Values Clarification
Online Learning Tools
Links courtesy of Central Michigan University – Center for Excellence in Teaching and Learning
– Effective Learning Strategies
https://www.cmich.edu/office_provost/academic_development/CETL/Pages/Resources/Teac
hing%20and%20Learning/effective-learning-strategies.aspx)
5. Finalizing your course outline and agenda.
a. Finalize and provide a course outline for students so they can plan each week, see what
they will be learning about, understand what they should be doing to prepare, and what
learning activities / assignments are required (see Figure 3).
b. Prepare and provide the agenda for the F2F meetings (see Figure 4).
Figure 3 – Sample course outline
Week
Topics
1: Up
to Jan
8
Intro to Org Behavior,
Diversity, Job
Satisfaction, Emotion.
2: Jan
9 to
Jan 15
Values, Perception,
Motivation.
3: Jan
16 to
Jan 22
Group Behavior,
Teams,
Communication,
Leadership.
Readings and
other Media
Chapters 1-4
Assignments
Chapters 5-8
Chapters 9-12
Multicultural or
International
Organization Paper
due 1/15.
Discussion Post
Listen to PodCast
Live Session (online)
Watch Video
Discussion Post
F2F Class
Meetings
1/6 and 1/7 Fri
6:00PM10:00PM; Sat
8:00AM-5:00PM
4: Jan
23 to
Jan 29
5: Jan
30 to
Feb 4
Power, Conflict,
Negotiation, Org
Structure, Culture.
Human Resource, Org
Change.
Chapters 13-16
Leading Teams Paper
due 1/29.
Watch Video
Chapters 17-18
Discussion Post
Discussion Post
Group presentations
on 2/4
2/3 and 2/4 Fri
6:00PM10:00PM; Sat
8:00AM-5:00PM
Figure 4 – Your F2F agenda for course topics covered
Class Day / Time
Topic
Presentation of Material and Learning Activity Plans
A:
Example 1: brief lecture with break-out “know what to knowlearned” discussion
B:
Example 2: Ted Talk video with role playing exercise.
C:
D:
E:
F:
G:
H:
I:
J:
K:
6. Preparing your Blackboard Shell. Your Blackboard shell may be set up differently than how you
plan to deliver your course (check with your department with any questions). Once you have
planned the structure of your class, review the Blackboard shell and make appropriate
adjustments.
a. Review the “Future Instructor’s Guide” tab in Blackboard and make
recommended changes.
b. Consider renaming the Weeks in the “Weekly Materials” tab if necessary. For
example, weeks 1 – 8 may be changed to Week 1a, Week 1b, etc.
c. Delete or “Hide” any tabs you will not use.
d. Adjust assignment criteria, due dates, and points if applicable.
e. Remember to make sure the Gradebook is accurate and adds up correctly based
upon any changes you have made.
f. Update the Course Outline and Course Evaluation on the “Syllabus I Outline I
Grading” tab, and any other tabs that need to be adjusted.
g. Set up weekly announcements to remind students of what they should be
doing.
Additional Hybrid Tips
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Start small with making changes to your course, you can continue to make changes in time.
Prepare for F2F class meetings and be willing to make adjustments based upon student
outcomes on formative assignments.
Consider a formative exercise at the beginning of your F2F meeting (try a game such as Kahoot).
Use class time for subjects that are hard to follow in video or text, and need more support.
Keep videos short (6 minutes).
Maintain a social presence outside of class time.
Promote student/student and student/instructor collaboration.
Utilize multiple media.
Use student feedback to make adjustments to your plan.
References and Additional Web Resources
Boettcher, J. V. (2011). Designing for Learning: Ten Best Practices for Teaching Online.
Retrieved from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html.
Bruner, J. (1983). Child’s talk: Learning to use language. New York: Norton.
Calder, N. (2015). Student wonderings: Scaffolding student understanding within student-centred
inquiry learning. ZDM: The International Journal on Mathematics Education, 47(7), 1121-1131.
Hall, S., & Villareal, D. (2015). The hybrid advantage: Graduate student perspectives of hybrid education
courses. International Journal of Teaching and Learning in Higher Education, 27(1), 69-80.
Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning
environment: What have we gained and what have we missed? Educational Psychologist, 40(1),
1–12.
Roper, A. R. (2007). How students develop online learning skills. Educause Quarterly, 1, 6265.
Smit, J., Van Eerde, H. A. A., & Bakker, A. (2013). A conceptualization of whole-class scaffolding.
Todd, C. L., Ravi, K., Akoh, H., & Gray, V. (2015). An online adult-learner focused program: An
assessment of effectiveness. Online Journal of Distance Learning Administration, 18(3)
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade
of research. Educational Psychology Review, 22(3), 271–297.
van Oers, B. (2014). Scaffolding in Mathematics. In S. Lerman (Ed.), Encyclopedia of mathematics
education. Dordrecht: Springer.
https://cft.vanderbilt.edu/guides-sub-pages/blended-and-online-learning/
https://www.cmich.edu/office_provost/academic_development/CETL/Pages/default.aspx
http://www.facultyfocus.com/
https://library.gwu.edu/utlc/teaching/hybrid-courses
http://teachinginhighered.com/blog/
https://www.ted.com/talks
http://thesecondprinciple.com/teaching-essentials/models-of-teaching/the-flipped-classroom/
https://und.edu/academics/center-for-instructional-and-learning-technologies/_files/docs/activelearning-continuum.pdf
Check your “Global Campus Faculty Resources” Blackboard shell and CMU CETL for more helpful
resources and ideas.