The document discusses strategies for effective teaching in hybrid and online environments, emphasizing the importance of connection, information sharing, and maintaining effectiveness. It highlights the need for instructors to adapt their teaching methods and engage students through various resources such as progress reports and online discussions. Additionally, the document cites research indicating that while students generally view hybrid courses positively, challenges exist regarding accessibility and social communication, which should be addressed to enhance learning experiences.

1. Strategies for Teaching in a
Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well

2. Welcome!
 TodaysMeet Link: www.todaysmeet.com/TwoSarahs
 Slideshare Link: www.slideshare.net/TwoSarahs

3. Transitioning ☐
Strategies ☐
Connected ☐
Informed ☐
Effective ☐
Resources ☐

4. Transitioning

5. Transitioning

6. Transitioning
“When moving to a distance
format, an instructor cannot
simply replicate what is done
in a traditional classroom.”

7. Transitioning
 Has taught hybrid? Online?
 Will be teaching hybrid/online?
 Taken a hybrid/online class?
 Traditional, interested in technology?

8. Transitioning 
Strategies ☐
Connected ☐
Informed ☐
Effective ☐
Resources ☐

9. Strategies
1. Connected
2. Informed
3. Effective

10. Connected

11. Connected
“Most poignantly, students broached
[their top] concerns about the hybrid
courses… [one being that they] missed
coming to their face-to-face classes.”

12. Connected
How do we foster connections
 between ourselves and our students
 amongst the students
…in a hybrid or online class?

13. Connected
 FAQ Forum
Ex. Course- or assignment-based FAQ space
 Online Office Hours
Ex. Repeating Blackboard Collaborate Sessions
 Coordinate Meetings
Ex. Student-instructor, group-instructor, or student-students

14. How do YOU stay Connected?

15. Transitioning 
Strategies 
Connected 
Informed ☐
Effective ☐
Resources ☐

16. Informed

17. Informed
“A well-defined social presence (learners presenting
themselves as real people), teaching presence (appropriate
instruction and support), and cognitive presence
(constructing meaning through sustained communication) all
work together to promote deep and meaningful learning.”

18. Informed
How do we inform our students about:
 their progress
 other perspectives
 course announcements, updates
…in hybrid or online course?

19. Informed
 Progress Reports
Ex. Group or individual progress
 Outside Perspectives
Ex. Guest Skype calls, TED Talks, Khan Academy
 Podcast,Vodcast, or Blog
Ex. Instructor updates, group progress, assignment descriptions

20. Informed
TED Talk
John Bohannon: Dance vs.
powerpoint, a modest proposal
Use dancers instead of powerpoint. That's science
writer John Bohannon's "modest proposal." In this
spellbinding choreographed talk he makes his case
by example, aided by dancers from Black Label
Movement. (Filmed at TEDxBrussels.)
http://www.ted.com/talks/john_bohannon_danc
e_vs_powerpoint_a_modest_proposal.html

21. How do YOU keep Informed?

22. Transitioning 
Strategies 
Connected 
Informed 
Effective ☐
Resources ☐

23. Effective

24. Effective
“Instructors who take on the challenge of
teaching in a distance format often must
serve as role models, problem
solvers, and liaisons.”

25. Effective
How do we effectively:
 gauge student understanding
 work with different levels of students
 grade, provide feedback, monitor progress
 maintain teaching responsibilities (!)
…in hybrid or online courses?

26. Effective
 Survey of Students
Ex. Post-unit survey to test comfort with material; new-
semester survey about backgrounds, interests, experience
 On-Demand Resource Spaces
Ex. Resources for lower-level skills; feedback for effective
grading
 Prepare students for class
Ex. Links to online resources to prepare for class activity

27. How do you stay Effective?

28. Transitioning 
Strategies 
Connected 
Informed 
Effective 
Resources ☐

29. Resources: Research
Students’ Roles in Exposing Growing Pains: Using the “Dean’s
Concerns” to Refine Hybrid Instruction
This study was instigated when 12 teacher education students expressed four concerns about their
hybrid courses (part online, part face-to-face) to the college dean. In an effort gain the perspective of the
broader population of students so instructors could improve this delivery method in the college, faculty-
researchers sought input related to the “Dean’s Concerns” from all students enrolled in hybrid courses. A
broadly distributed questionnaire revealed that attitudes towards hybrid courses were positive, but that
some problems existed related to student abilities to access course content, relevance, social
communications, and their instructors’ ability to use technology. Faculty researchers were not able to
determine the effect of any pedagogical changes imposed by technology on student perceptions.
Researchers conclude that significant innovations in education can create growing pains for students, but
these kinds of pains should be anticipated and accounted for, and that students have an important role in
exposing growing pains and can support efforts to improve distance learning.
Foulger, T. S., Amrein-Beardsley, A., &Toth, M. J. (2011). Students’ Roles in Exposing Growing Pains: Using
the “Dean’s Concerns” to Refine Hybrid Instruction. International Journal of Teaching and Learning in
Higher Education, 23(2), 150–165.

30. Resources: Research
Using Technology to Enhance Higher Education
Whether our students are sitting in the room with us as we teach, sitting in their home
listening, participating by video-conference, or answering discussion questions on an online
platform, technology can play a pivotal role in student learning. In this article we discuss
technology in higher education, specifically its role in hybrid or online formats. As Renard
(2005) so eloquently stated, "No generation has ever had to wait so little time for so much
information" (p. 44). Presented here is a discussion of the types of students who benefit
from distance learning, the factors that prompt instructors to engage in distance
learning, and what instructors should know about distance education before they begin
teaching with this kind of delivery.
Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education.
Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3

31. Resources: Research
Cooperative Learning: Smart Pedagogy and Tools
for Online and Hybrid Courses
This article focuses on meshing technology-enhanced learning with cooperative learning
pedagogy, to address teaching/learning challenges in higher education online and hybrid
courses. Illustrations of implementation are made using coursework exemplars. Start-up
solutions and sample applications are summarized. The purposes of this article are to
provide an overview of cooperative learning in online and blended teaching/learning
settings, and identify start-up strategies for faculty implementation.
Gradel, K., &Edson, A. J. (2011). Cooperative Learning: Smart Pedagogy and Tools for Online
and Hybrid Courses. Journal of Educational Technology Systems, 39(2), 193–212.

32. Resources: Media
 BlackboardTV
The Voice of an Active Learner
www.youtube.com/watch?v=CZ5Vy9BgSeY
 The New York Times
Technology Changing How Students Learn, Teachers Say
www.nytimes.com/2012/11/01/education/technology-is-changing-how-
students-learn-teachers-say.html
 Forbes
How Online Courses Can Form a Basis for On-Campus Teaching
http://www.forbes.com/sites/coursera/2012/11/07/how-online-courses-can-
form-a-basis-for-on-campus-teaching/

33. Transitioning 
Strategies 
Connected 
Informed 
Effective 
Resources 

34. Strategies for Teaching in a
Hybrid* Environment
Sarah Egan Warren & Sarah Glova