This document provides guidance for teaching a hybrid or blended class. It begins by acknowledging the challenges and uncertainties teachers may face in transitioning to this new format. It then addresses several key questions teachers should consider, such as determining the purpose of blending modalities, how online and in-person content and activities can complement each other, how to assess students, and how to ensure students understand the value of both components. Throughout, it emphasizes the importance of training and support for teachers taking on the new blended approach.

1. You’re Teaching a Hybrid Class
Now What?
Jim Marteney

2. Congratulations
You Were

3. Just asked
to teach a
hybrid class

4. Let the
Excitement
Begin

5. Life is Good

6. Or Were You
“Persuaded”

8. Suddenly

9. Reality Sets
In

10. Confusion

12. Now What?
How do you use the
technology?

13. Were You
Well
Trained?

14. Have a
Good
Support
System?

15. Where Do
You Turn for
Help?

16. Not just
Technology
questions

17. but, teaching
questions

18. Ever Felt All
Alone?

19. Teaching Online is
Isolating

20. But here we are
to help you get
started

21. How can we use
Technology?
Does it really
Help?

22. “In the elementary classroom, we typically think of
incorporating multiple instructional strategies, instead of the
‘sit and get’ instructional model of long ago.”
http://www.eschoolnews.com/2015/10/16/blended-math-core-301/
Technology being used in elementary schools

23. What is the difference between
A blended course?
A flipped course?
An online course?
A web enhanced course?

24. Dr. Desmond Keegan
An Online course
In 1979 he initiated the international
journal Distance Education, which is now in
its 36th year of publication
Laid the foundation of differentiating
Distance Education from regular study
Proposed some of the fundamental
issues that are still outstanding
The Role of Time Synchronous Technology
Access Equity and Social Impact of Distance Education
Skills Required by Learners and Teachers
in using Electronic Technology
The Market and Willingness of Students to
Partake in Electronic Classrooms
https://en.wikipedia.org/wiki/Desmond_Keegan

25. Distance education and training result from the
technological separation of teacher and learner which
frees the student from the necessity of traveling to “a
fixed place, at a fixed time, to meet a fixed person, in
order to be trained”
Desmond Keegan
http://www.sabri.org/EDTECH-01/Definition.htm
An Online course

26. A Web Enhanced course
“Web-Enhanced Courses are face-to-face
courses that use any form of electronic
media to post information, deliver content,
provide learning resources, and foster
student interaction outside the classroom.
Even though web-enhanced courses use
the internet and other online media, they
are not considered distance education
courses, because instruction takes place in
the classroom. Technology is used to
support instruction instead of being the
main source of course delivery.”
http://online.pasadena.edu/faculty/face-to-face-course-support/aboutwebenhanced/

27. A Web Enhanced course
Jason Beaton
Effective?
“The first class I taught web
enhanced (Summer 2012) has been
the only class I've ever taught where
all students passed with a grade C or
Better. There are a lot less D's and
Fails since web enhancing my face to
face class”

28. A course where videos are watched
at homes and are used to provide
instruction so that the face-to-face
portion of the course can be used
for activities
A Flipped course

29. A Blended course
at least in part through online learning, with some element
of student control over time, place, path, and/or pace
at least in part in a supervised brick-and-mortar location
away from home
and the modalities along each student’s learning
path within a course or subject are connected to
provide an integrated learning experience.
An education program in which a
student learns:
http://www.christenseninstitute.org/blended-learning-definitions-and-
models/#sthash.7paSuSPf.dpuf

30. Is Blended learning Superior to f-2-f classes?
http://elearningindustry.com/why-blended-learning-is-better
Resources can also be managed efficiently
with a minimum of fuss.
Engaged more and driving his/her
individual learning experience to some
degree,
In a Blended course learner is
Is more likely to cater to varying learning
styles. as different learners have different
learning styles
Benefits for the instructor
Instant feedback
The ability to quickly assess learner performance
and needs based on reporting, testing or
quizzing via the LMS.

31. http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learn
Blended Courses
“integrate online with traditional face-to-face
class activities in a planned, pedagogically
valuable manner.”
The essence is clear: Hybrid
education uses online technology to
not just supplement, but transform
and improve the learning process
A professor not simply start a chat room or
upload lecture videos and say he is leading a
hybrid classroom.

32. http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learning/
Successful blended learning occurs when technology and
teaching inform each other: material becomes dynamic when it
reaches students of varying learning styles.
— Education Elements
In other words, blended classrooms on the Internet
can reach and engage students in a truly customizable
way.
Blended Courses

33. Create Something New.
Doug Thomas and John Seely Brown
Learners enjoy—and need—both structure and freedom.
One of the challenges that learning
leaders face is “to find a way to
marry structure and freedom to
create something altogether new,”
Blended learning allows you combine
structure and freedom to customize a
training program for your organization’s
specific needs, whether that’s adding more
games, social learning, discussion-based
activities or face-to-face components.

34. Blended learning’s real strength:
http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learning/
Does Blended Learning Work?
transforms a largely transmissive method of
teaching–say, a professor lecturing for what feels like
an eternity–into a truly interactive one.
It sounds ideal on paper, but does it work?
A 2010 meta-analysis published by the U.S. Department
of Education suggests it does. According to the report,
students exposed to both face-to-face and online
education were more successful than students entirely
in one camp or the other.

35. Teachers must be committed to and well
trained in blended and hybrid education
and its technologies
http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learning/
Is There a Catch?
Of Course
No educational model is one-size-fits-all

36. My First Attempt
Group Communication
How much class content is on ground or online?
Do I test on ground or online?
What percentage of class is on ground or online?
Are all activities on ground or some online?
How do I make both parts interesting

37. Challenges
Understanding that teaching a blended
course is more challenging than
teaching either a face-to-face or totally
online course

38. Challenges
Convincing students that both parts of a
blended course are necessary.
Students may engage in the part
they enjoy the most, either on
ground or online.
They tend to pick the one delivery
method of the class they are more
comfortable with.

39. Challenges
All classes will have different needs in
their on ground and online balance
There is no one formula that works
for all blended class situations

40. Challenges
Blended courses more challenging
Must convince student that both parts of the
course are necessary.
All classes will have different balance of needs
There is no one formula that works for all

41. But, there are are some
standard questions.
Challenges
Let’s explore
them now.

42. What is the Purpose of
a Blended Course?
Less time students need to be at school.
Is it just
or
Engages student while they are out of the class
Lets students direct their own learning example m
Increases peer to peer interaction
What is benefit to the Learners?

43. Select a Class You Teach
We are going to blend it

44. How Will the Online and
On Ground Work
Together?
Big picture of overall class strategy

45. How are Your Learning
Objectives Best Delivered?
Which objectives translate best
through the on ground portion of
the class
Which objectives translate best through
the online portion of the class

46. How is Content
Best Delivered?
Which content translates best
through the on ground portion of
the class
Which content translates best through
the online portion of the class

47. How Often Will a
Blended Course Meet?
Los Angeles Valley College
Theater 100
Must class meet live on
a regular basis?
NOTE:
This class will meet face to face from 6:45-
9:55pm on the following
Days: Sept 3th, Sept 17th, Oct 8th ,Oct 22nd,
Nov 5th, Nov 19th, and Dec 12th.
All other coursework will be conducted online
Kathy Pyles

48. Assessing Blended
Course Learners?
Which assessments will you conduct
online?
Which assessments will you conduct
“on ground"?
How will your grading policy reflect
the importance of both the online
and on ground components of the
course?

49. Activities for
Blended Classes
Online Activities
Case studies
Virtual field trips
Online study forums
“Guest Speakers”
Recorded lectures
Self assessment online quizzes
Low stakes or no stakes exercises to measure understanding
Group projects
Discussions (more theoretical and more depth
Peer Review

50. Activities for
Blended Classes
On Ground Activities
Mini lectures to introduce new/difficult concepts
Debrief to check for understanding
Hands on lab work
Tutorials to work through problem sets
Small group discussions (more spontaneous)
Simulations, live and in realtime
In class debates
Deliver presentations
Present group materials
Peer Review

51. How will you teach
your learners
That both parts of your class are crucial
To become comfortable with
both parts of your class
How will you make it clear this is a blended course?
How will you explain the purpose of each format
(online and unground?)

52. Final Thoughts

53. Stephanie Delany
Dean, Seattle Central College
“Put on the hat of
your learner.
Approach your class
with a completely
empty mind.”
https://www.youtube.com/watch?v=kdI9a1m0quo