The document discusses hybridizing a class by integrating both online and face-to-face activities and content. It defines hybrid courses as those that use online technology to transform and improve the learning process rather than just supplementing traditional face-to-face classes. The benefits of hybrid courses include providing more time for active engagement with content, allowing students more flexibility, and freeing up classroom space. The document outlines steps for designing a hybrid course, including establishing goals, creating an instructional framework, identifying technologies, and communicating expectations to students.
1. Hybridizing
Your Class
To paraphrase Marshall McLuhan, it is not
enough to deliver old content in a new medium.
(Garrison and Kanuka)
Uzma Bhatti, Learning Technologies Division, GSU
2. What is a hybrid class?
The Sloan Consortium defined hybrid courses as those that “integrate online
with traditional face-to-face class activities in a planned, pedagogically valuable
manner.” Educators probably disagree on what qualifies as “pedagogically
valuable,” but the essence is clear: Hybrid education uses online technology to
not just supplement, but transform and improve the learning process.
http://www.teachthought.com/blended-learning-2/the-definition-of-blended-
learning/
3. Flipped
• All basic knowledge is
acquired outside the
classroom
• In class time is
reserved for active
engagement with the
content
Blended
• Basic knowledge can be
acquired both in class
and outside of class
• Students meet both
online and F2F
• Activities are divided
between online and F2F
4. Instructional Benefits
• More time to actively engage with the
content
• Encourages students to take more
ownership of acquiring the base layer
knowledge
• Provides more sources of content outside
the classroom
5. Administrative Benefits
• Allows for greater time flexibility for
students who may otherwise not be able
to attend class
• Frees up class space to allow for more
sections
6. 1. Establish course goals and objectives
2. Create a framework and identify F2F and virtual
class sessions
3. Add content to the framework for each session
4. Identify technology to be used in the class
5. Locate support services for technical tools
6. Communicate expectations and responsibilities
Course Design
7. Week 1 F2F Objective 1/Topic Name
Activity: Course orientation
Week 2 Online Objective 2/Topic Name
Activity: Online Discussion
Week 3 F2F Objective 3/Topic Name
Activity: Continue discussion and complete
short group assignment
Week 4 Online Objective 4/Topic Name
Note: Exam Week
Framework
8. Base Layer Knowledge
Online Discussions,
labs, etc.
Exams
In class collaborative
activities
Base Layer Knowledge
11. Expectation Scaffolding
“An expectation scaffold is (also) an important tool to help
you proactively manage expectations of learners and keep
them from making inaccurate assumptions about the course.”
Stavredes, Tina. Effective Online Teaching: Strategies and Foundations for Student Success.
Hoboken, NJ, USA: Jossey-Bass, 2011. Proquest ebrary. Web. 11 November 2014. Copyright
2011. Josey-Bass. All rights reserved.
Welcome to the “Hybridizing Your Class Presentation”
I am Uzma Bhatti from the LTD and I will be your guide today as we take a look at how you can hybridize your class.
The term “hybrid course” has become a common term across university campuses. But what exactly is a hybrid course?
A hybrid course combines F2F instruction with online instruction to create a flexible learning environment.
The goal of hybrid learning is not to simply distribute material in an online environment or to duplicate the face-to-face environment but to leverage the strengths of both mediums to provide a richer educational experience.
Some of the benefits of a hybrid course are
Access to a more resources and content
Scheduling flexibility – students have more options for planning their course schedules
Accommodating the non-traditional student who may have work and family commitments
Hybrid courses help to free up classroom space since they do not meet in person for each class session
Encourages students to take ownership in the learning process by acquiring the base layer knowledge on an individual basis
Variations:
Blended
Flipped
There is no set rule that determines how much must be online and how much must be face to face in order to qualify as a hybrid course. The percentage varies from institution to institution. Currently the Board of Regents defines hybrid as a course that has 25-50% of its content online.
In a flipped classroom, the base layer knowledge is used in activities that provide a more in-depth examination of the content during the F2F session.
These activities generally occur in the classroom under the guidance of the instructor. This type of student-centered learning encourages students to
Some examples of in class activities include
small group in class projects,
peer teaching,
structured debates, and
case studies reviews.
In a blended classroom, the activities can take place either in class or online.
Online activities, specifically the ones that require students to reflect on the content, help to promote higher-order thinking and a deeper understanding of the content.
Examples of such activities include,
asynchronous discussions,
group assignments,
journaling and blogging.
A well-designed hybrid course can create an flexible and immersive learning environments
that provides students with an opportunity to engage with the content at a deeper level. Hybrid environments can be a powerful tool for transformative learning.
The key is to not to recreate the traditional F2F model online, but to engage students by drawing on different tools and resources that may not have been available in a traditional class.
In a hybrid model course, the base layer knowledge is not disseminated solely by the instructor in lecture format. Traditional forms of content,
such as lectures and textbooks, are enhanced with the use of web-based resources such as streaming videos, virtual labs, podcasts, web sites,
etc. The combination of all of these resources creates a a more comprehensive picture(?)
This model does require more self-regulation on the part of the student. He/she must take responsibility of acquiring the base layer of knowledge
independently and come back to the class ready to work with the content.
Students acquire this base layer of knowledge outside of class through activities such as reading textbooks and journal articles, viewing videos online, listening to podcasts, etc. outside of the F2F class. This frees up class time for a more in-depth examination of the content. Some examples of in class activities include small group in class projects, peer teaching exercises, structured debates, case studies reviews.
This change can be unsettling at first for students who are accustomed to the read-lecture-test a more traditional model. Some may think that
the instructor is not “teaching” them and they are have to “teach” themselves.
It is helpful to provide students with an explanation of hybrid learning and share the benefits of such a model. If possible, provide examples of
how hybrid learning promotes higher order thinking and problem solving – both of which are crucial in today’s professional environments.
The number of non-traditional and part-time students is rising steadily. Many of these students have time commitments, such as work and family, that make it difficult to attend a traditional F2F class.
Hybrid classes are a way for non-traditional students to attend classes that once were once impractical due these work-life constraints.
Depending on the design of the hybrid course, students could have the option to virtually attend class through the use of some kind of web conferencing tool, such as Collaborate, or attend a reduced number of F2F meetings.
The idea is to leverage the flexibility of this environment to provide a comprehensive educational experience for the student.
Lack of classroom space is an issue that is common across many universities.
To accommodate the growing need for classroom space, hybrid classes offer a way to increase the number courses that meet in a single space. More classes can be offered since hybrid classes do not meet F2F for every session.
While there is no hard and fast set of directions on how to design a hybrid course, there are some guidelines you can follow.
Planning is the key to a successful hybrid course term. Because a hybrid course has so many moving parts, its important to identify the parts and organize them prior to the start of the course term.
1. Define your goal and objectives for the course. These will drive your decisions for course design and instructional strategies.
2. From there, create a framework that includes the goals and objectives of the course along with a preliminary course schedule. At this point you are not adding in the content, such as the readings, presentations or activities. You are creating the structure of the course.
It is incredibly important to put the framework in place first. One of the most frustrating issues for students is not having a clear understanding of what is online and what is F2F. By creating the structure first, you can avoid this problem in your course. The framework helps by giving you a bird's eye view of the course so that you can see if there are any obvious breaks in continuity between the in class on and online portions of the class.
3. Once you have the framework in place, fill it in with content, such as assigned readings and activities and due dates. We’ll take a closer look at content in the next few slide.
4. In a hybrid course, you will utilize some kind of technology to support the out of class component. What technology will be used for this class? Will you be using an LMS such as Brightspace or a web conferencing tool such as Collaborate? If so, be sure communicate what tools you will be using in the class and how students can get support for any technical issues that arise. Add this information to your course plan. Also be sure include contact information for technical support for the products.
5. Lastly, include information about what are the expectations for the course. This information outlines the roles and responsibilities of both the student and the instructor. By putting this information out in the beginning of the course students will have a better understanding of the dynamics of the course. Lack of understanding of these components of the course is a major contributor to lack of student motivation and increase attrition in a hybrid or online course.
It is incredibly important to put the framework in place first.
One of the most frustrating issues for students is not having a clear understanding of what is online and what is F2F.
By creating the framework first, you can avoid this problem in your course.
The framework helps by giving you a bird's eye view of the course so that you can see if there are any obvious breaks in continuity between the in class and online portions of the class.
Here is an example of a framework layout for a blended course.
This class has both F2F and online sessions. The objectives are matched to the week and the topic they are associated with.
The preliminary activities are listed in the framework to establish continuity across sessions.
Your framework is a fluid component at this point of the design process.
You do not need to lock everything in place before moving on to content creation.
As you create your content and activities you may find that you need to make changes to your framework.
This process is iterative in nature.
Beginning with this basic framework, you have a blueprint that can guide you through the content creation process.
Like most blueprints, changes will be made as you begin to build your content.
In order for students to actively engage with the content, they must acquire a base layer of knowledge. Base layer knowledge comes from generally
static sources that provide information from the source to the student. This knowledge is called upon in activities where the students must apply
the information to complex situations.
In a traditional class, the act of acquiring this base layer of knowledge typically occurs through textbooks and in lecture format.
Students read textbooks outside of class and come to class to hear a lecture on the material.
There is a limited amount of time to actively engage with the content. Engagement comes through individual assignments and exams for the most part.
In a hybrid environment, some of the responsibility of acquiring base layer knowledge is shifted onto the student.
As mentioned previously, this does require a greater degree of self-regulation on the part of the student.
They can no longer skip the readings and just sit through a lecture to get the bulk of the base layer knowledge.
Outlining the benefits of such a model can hopefully help to reduce frustrations and misconceptions on the part of the students.
This is not to say that lecture has no place in hybrid courses. There are time lecturing is the most effective and efficient way to disseminate information. When it is combined with other forms of base layer knowledge it can be a very effective tool in the hybrid model.
Begin your content creation part by identifying all the possible sources of base layer knowledge for the course. In addition to lectures and textbooks,
are there other sources you refer to when you are designing your class.
Do you visit certain web sites or reference certain databases? Are there videos or podcasts that could be used online?
Think of all the possible sources of knowledge and compile them into a list and choose the ones that are best suited for this portion of the course.
While it is important to plan out the schedule before the start of the class, there is no one size fits all models.
Like your F2F class, the content for your hybrid class is going to be divided across weeks or units. The main difference is what content stays F2F and what content goes online.
It is important that both in class and out of class activities complement one another to create a unified learning experience for the student.
In class activities can be continued online with the use of tools like discussion forums or web conferencing tools.
The key is to create a cohesive shift between the two modalities. This is one of the more challenging aspects of designing a hybrid course.
So, how do you know what should go online and what should stay F2F?
Some questions to consider:
Does the activity best support the learning objective?
Is the activity manageable in the proposed environment? This is often overlooked. Be sure to weigh the benefits of the activity versus the amount of time and effort that is required. Will students truly benefit from the proposed activity of is it a time sink?
Does the activity connect the F2F session with the online session?
Will the student have the appropriate tools and resources to complete the activity?
The online portion of the class will rely on the technology and the support services to deliver the content to the students.
When you are designing this portion of the course, keep these factors in mind so that you may call upon them as needed. They are part of your course framework..
Effective instructional strategies for the online instruction vary from the traditional F2F lecture model. The online component of the course should not be a mirror image of the F2F component. Think of ways to utilize the tools and resources that are available online.
Consider presenting the information through a variety of different sources, such as
streaming video
podcasts
voice over presentations
Virtual labs
Web site reviews
There are a number of tools that are available directly through GSU. The tools listed above can be accessed through the GSU LMS, Brightspace.
Some points to keep in mind when you use
Please keep in mind If you choose to use any software that is not licensed through the university, you will be need for either provide the technical support or connecting students with technical support for the software.
Find out when the LMS Brightspace is scheduled for maintenance. The LMS is typically offline during the maintenance window. Be sure none of your assignments or exams are due at those times
Be very specific when explaining policies related to technical failures, such as the LMS crashing on the student’s computer. This ties into your policy on late submissions and incomplete examinations
Include links to pages with tutorials on the LMS and other tools that are used by the university. CII has a number of both text and video tutorials for these products
Let students know at the start of the course what tools you will be using in class. Also include information on how to contact the GSU help desk for questions about any centrally supported software.
Expectation scaffolding establishes the student and instructor expectations for the course.
While many of these items may seem to be commonsense, it is beneficial to communicate this information at the start of the term so that everyone is on the same field.
This can help reduce the number of administrative and procedural challenges that can come up in class.
Expectation scaffolding will:
Outline the instructors roles & responsibilities
Outline the students responsibilities
Identify procedures related to major course components like technology and communication
Here are some examples of Expectation Scaffolding:
Communication guidelines or policies that explain how the instructor and student will interact over the term. Some common points covered include:
Modes of communication – email – phone – web conference
Transaction time – how soon can a student expect a response?
What is the preferred mode of communication?
What constitutes appropriate communication in a public forum such as a discussion forum or a web conference?
Assignment policies include things like
When are assignments due
How should they be submitted
If there is a technical error, how should the student respond
If a test is given online, how are technical failures handled?
If the test is proctored, what is the procedure for taking the test?
By communicating these expectations at the start of the term you are giving students a
What are they thinking?
This is perhaps one of the most important aspects of blended and online learning. The line of communication between instructor and student must remain open and active to ensure that everyone is aware of changes and issues that occur over the term of the course.
It is fairly common for students to go silent when issues arise, especially in the online environment. If you hear crickets, ask if there is an issue. Provide a safe and accessible way for students to share their experiences within the course.
Surveys are a quick and easy way to collect data from students. Most LMS packages have a survey tool built into the infrastructure. You can also use web-based services, such as SurveyMonkey, to collect data.
In class “touch base” sessions – these can be 10 minute check in periods at the start of each F2F class. Encourage students to share their experiences by letting them know there responses will help shape the rest of the course. If something isnt working, you want to know what it is so that you can fix it.
Online Q&A forums – asynchronous online forums allow student to post questions and comments as they come up during the course. This also creates an FAQ of sorts that other students can refer to to see if their question has already been asked
Using any one of these methods or a combination of them is a good way to maintain an open line of communication between you and your students.
As you can see, there is no single style of hybrid course design. The design process, much like the design model, is flexible in nature.
Points to remember:
Plan ahead – doing things on the fly is very difficult. While you have some room for adjustment, it is a bit trickier than if you were teaching a regular
F2F course. The delay in communication that occurs when students are working online makes it more difficult to turn things around immediately.
The information needs time to reach all the students which can be problematic if the change you are trying to make demands immediate action. So
plan early!
Check in often – know what your students are thinking, find out how they are feeling and communicate your perceptions and future actions. Keeping
everyone on the same playing field is essential for a successful course term.
Create support systems – Provide students with a technical safety net as much as possible. Identify support services, link to documentation and
encourage students to communicate issues they are having with the tools being used. Many times students are not aware of what support services
are available to them on campus. Giving them the information to connect with these services creates a scaffold to the point where students
demonstrate a higher level of self-regulation in the class.
Remember the first time is like learning how to ride a bike. You might fall but you will get up and try again. The second time you will be riding with
just a few bumps along the way. The third time you will be coasting and will know how to deal with any bumps that come up.
Please check out the PDF for more resources on hybrid courses. Thanks for listening and hope this helps.
