The document discusses the implementation of hybrid learning in large lecture courses, highlighting the need for balance between online and in-person instruction. It emphasizes the effectiveness of short video modules and interactive tools like clickers for engaging students, as well as the structured schedule for completing online modules. Suggestions are provided for enhancing the hybrid learning experience while encouraging continuous dialogue about teaching strategies.

1. Finding balance in blended learning:
Reflections on teaching large lecture
courses in the hybrid format
Philip A. Thompsen, Ph.D.
Department of Communication Studies
West Chester University of Pennsylvania

2. Preview
Why hybrid?
A model for balance
A few examples
A few suggestions

3. Blended?
Hybrid?
Flipped?

4. Blended?

5. Flipped?

6. Hybrid?

7. Hybrid?
Classroom Instruction
Online Learning

9. Classroom
Lectures
Clickers
Exams
Online
Video Modules
Quizzes
Outside
Textbook
Projects

10. A brief sample video clip

11. Online Learning Modules
feature a series of short videos

12. Each video is
presented on a
separate page
with questions.
As with clicker
questions in a
lecture hall,
students respond
after each video
in the sequence.

13. Disciplined Asynchronous Delivery
Students have a clearly defined time for
completing an online learning module
(typically a week) but they may do it as many
times as they wish while it’s available.

14. Build content that is
Short videos are better
Be sensitive to audio
Devote class time to
A
few
sugges�ons

15. Continue the conversation?
Philip A. Thompsen, Ph.D.
email: pthompsen@wcupa.edu
web: communication.wcupa.edu
blog: drthompsen.com
twitter: pthompsen