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

Student Course Engagement
Engagement / Preparation (outside of class) / Participation (in class)
I am Fully Engaged / Exemplary Preparation.
I read carefully and research background information on the author/topic ahead of time.
I research social, cultural, historic, economic, political connections to the text/topic.
I consider the course’s Essential Questions as I prepare. / Animated Participation.
I attend class and I speak daily.
I try to advance the conversation by presenting evidence to support my ideas.
I present related research, implications, or complexities in the text/situation/topic.
I am Occasionally Engaged / Novice Preparation.
I read assignments ahead of time.
I do basic research to understand the material, but I do not go beyond the obvious.
Sometimes I consider the course’s Essential Questions as I prepare. / Occasional Participation.
I attend class daily.
I speak occasionally—mainly when called upon by the professor.
Sometimes I present general evidence to support my position.
I’m not sure how to be engaged; I need some direction / Inadequate preparation.
Sometimes I do the reading.
I don’t research to understand the material, nor do I go beyond the obvious. / Inadequate participation.
My attendance is inconsistent.
I participate only when prompted.
I am Disengaged / No Preparation.
I neither read nor research before class. / No Participation.
My attendance is inconsistent.
I do not speak in class.
Source: Stephanie Almagno, PhD,

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.

  1. 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?

  1. Considering your teaching approach.
  1. Consider your teaching strengths, interests, and experiences as you plan how to present each class topic.
  2. 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
  1. Planning how the learning will take place.
  1. 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.
  2. 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.
  3. 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​
Brainstorming
Bringing in Guest Speakers or a Guest Panel
Cooperative and Collaborative Learning
Discovery Learning
Effective Lecturing
Game-Based Learning
General Education Competencies (CMU)
Graphic Learning
Interactive Lecture
Know What to Know-Learned
​Laboratory Activities
Learning Centers
Minimizing Plagiarism​
Online Learning Tools / Peer-Assisted Learning
Problem-Based Learning
Report-Back Learning
Research P​rojects
Role Playing
Scaffolding
Simulations
Small Group and Class Discussion
Storytelling
Student Journaling and Blogging
Student Response Systems - Clickers and Polling
Teaching with Video
Utilizing Case Studies
Values Clarification
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/Teaching%20and%20Learning/effective-learning-strategies.aspx)
  1. Finalizing your course outline and agenda.
  1. 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).
  2. Prepare and provide the agenda for the F2F meetings (see Figure 4).

Figure 3 – Sample course outline

Week / Topics / Readings and other Media / Assignments / F2F Class Meetings
1: Up to Jan 8 / Intro to Org Behavior, Diversity, Job Satisfaction, Emotion. / Chapters 1-4 / Discussion Post / 1/6 and 1/7 Fri 6:00PM-10:00PM; Sat 8:00AM-5:00PM
2: Jan 9 to Jan 15 / Values, Perception, Motivation. / Chapters 5-8
Watch Video / Multicultural or International Organization Paper due 1/15.
3: Jan 16 to Jan 22 / Group Behavior, Teams, Communication, Leadership. / Chapters 9-12
Listen to PodCast / Discussion Post
Live Session (online)
4: Jan 23 to Jan 29 / Power, Conflict, Negotiation, Org Structure, Culture. / Chapters 13-16
Watch Video / Leading Teams Paper due 1/29.
Discussion Post
5: Jan 30 to Feb 4 / Human Resource, Org Change. / Chapters 17-18 / Discussion Post
Group presentations on 2/4 / 2/3 and 2/4 Fri 6:00PM-10:00PM; 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 know-learned” discussion
B: / Example 2: Ted Talk video with role playing exercise.
C:
D:
E:
F:
G:
H:
I:
J:
K:
  1. 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.
  1. Review the “Future Instructor’s Guide” tab in Blackboard and make recommended changes.
  2. 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.
  3. Delete or “Hide” any tabs you will not use.
  4. Adjust assignment criteria, due dates, and points if applicable.
  5. Remember to make sure the Gradebook is accurate and adds up correctly based upon any changes you have made.
  6. Update the Course Outline and Course Evaluation on the “Syllabus I Outline I Grading” tab, and any other tabs that need to be adjusted.
  7. Set up weekly announcements to remind students of what they should be doing.

Additional Hybrid Tips

  • 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

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

https://library.gwu.edu/utlc/teaching/hybrid-courses

https://und.edu/academics/center-for-instructional-and-learning-technologies/_files/docs/active-learning-continuum.pdf

Check your “Global Campus Faculty Resources” Blackboard shell and CMU CETL for more helpful resources and ideas.