APA format 1 page 3 references please use one of the references from the discussion Promoting Learning-Centered Lessons in Hybrid Environments Hybrid courses allow students to have the best of both worlds. Students who prefer to have face-to-face interaction with their instructor and peers but also have the option to study at home should consider hybrid courses. Hybrid courses offer flexibility in programming and tends to demonstrate the best of both face-to-face education and online innovation (Bristol & Zerwekh, 2011). Hybrid courses require both synchronous and asynchronous interaction. Asynchronous interactions do not depend on a specific time or place. This can be done through email, discussion forum, podcasts, and archive video and audio streams (Billings & Halstead, 2016). Synchronous interaction occurs in real time. Examples of this may include live video conferencing, chat rooms, or webcasts (Billings & Halstead, 2016). Some of the advantages of a hybrid environment are improved course organization, effective record keeping, more communication, multimodal learning experiences, and multilayered assessment activities (Bristol & Zerwekh, 2011). There are various methods that nurse educators can use in the hybrid environment to enhance the instruction of their intended learners Bradshaw & Hultquist (2017) explains how a blended learning environment utilizing a time saving method known as “flipping”. Students review learning material outside of class before a session. Doing so allows classroom time to used for active learning and discussion rather than listening to a lecture (Bradshaw & Hultquist, 2017). Having access to technology and knowledgeable of its use is essential in flipped classrooms (Billings & Halstead, 2016). In one study, nurse educators reported use of e-learning (Moodle) in courses using quizzes, notes/PowerPoints, videos, networking, and chats/forums/blogs (D’Souza, Karkada, & Castro, 2014). Moodle enhances communication in teaching, exchange of information with students, and accessibility to Moodle facilitates learning (D’Souza, et. al., 2014). The students had an opportunity to interact with instructors and peers and they felt a “connection” in the learning process (D’Souza, et. al., 2014). Billings, D., & Halstead, J. (2016). Teaching in nursing (5th ed.). St. Louis, MO: Elsevier Bradshaw, M. J., & Hultquist, B. L. (2017). Innovative teaching strategies in nursing and related health professions (7th ed.). Burlington, MA:  Jones and Bartlett Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators . Philadelphia, PA:  F. A. Davis Company D’Souza, M. S., Karkada, S. N., & Castro, R. (2014). Exploring e-learning among nurse educators in undergraduate nursing.  Journal of Nursing Education and Practice ,  4 (7). doi: 10.5430/jnep.v4n7p73 .

1. APA format 1 page 3 references please use one of the references
from the discussion
Promoting Learning-Centered Lessons in Hybrid Environments
Hybrid courses allow students to have the best of both worlds.
Students who prefer to have face-to-face interaction with their
instructor and peers but also have the option to study at home
should consider hybrid courses. Hybrid courses offer flexibility
in programming and tends to demonstrate the best of both face-
to-face education and online innovation (Bristol & Zerwekh,
2011). Hybrid courses require both synchronous and
asynchronous interaction. Asynchronous interactions do not
depend on a specific time or place. This can be done through
email, discussion forum, podcasts, and archive video and audio
streams (Billings & Halstead, 2016). Synchronous interaction
occurs in real time. Examples of this may include live video
conferencing, chat rooms, or webcasts (Billings & Halstead,
2016). Some of the advantages of a hybrid environment are
improved course organization, effective record keeping, more
communication, multimodal learning experiences, and
multilayered assessment activities (Bristol & Zerwekh, 2011).
There are various methods that nurse educators can use in the
hybrid environment to enhance the instruction of their intended
learners
Bradshaw & Hultquist (2017) explains how a blended learning
environment utilizing a time saving method known as
“flipping”. Students review learning material outside of class
before a session. Doing so allows classroom time to used for
active learning and discussion rather than listening to a lecture
(Bradshaw & Hultquist, 2017). Having access to technology and
knowledgeable of its use is essential in flipped classrooms

2. (Billings & Halstead, 2016).
In one study, nurse educators reported use of e-learning
(Moodle) in courses using quizzes, notes/PowerPoints, videos,
networking, and chats/forums/blogs (D’Souza, Karkada, &
Castro, 2014). Moodle enhances communication in teaching,
exchange of information with students, and accessibility to
Moodle facilitates learning (D’Souza, et. al., 2014). The
students had an opportunity to interact with instructors and
peers and they felt a “connection” in the learning process
(D’Souza, et. al., 2014).
Billings, D., & Halstead, J. (2016).
Teaching in nursing
(5th ed.). St. Louis, MO: Elsevier
Bradshaw, M. J., & Hultquist, B. L. (2017).
Innovative teaching strategies in nursing and related health
professions
(7th ed.). Burlington, MA: Jones and Bartlett
Bristol, T. J., & Zerwekh, J. (2011).
Essentials of e-learning for nurse educators
. Philadelphia, PA: F. A. Davis Company
D’Souza, M. S., Karkada, S. N., & Castro, R. (2014). Exploring
e-learning among nurse educators in undergraduate nursing.
Journal of Nursing Education and Practice
,
4
(7). doi: 10.5430/jnep.v4n7p73