Hybrid

Why hybrid?

• What is a hybrid course/how can my hybrid course fit within the university definition? MSU views hybrid courses as those which reduce classroom "seat time" and use instructional material associated with the use of online technology. The classroom time is then re-designed to blend the best features of in-person instruction and technology- enriched online experiences to enhance and promote active, participatory learning. More details about the hybrid course model can be found here in the introduction section of this site.


• What were the goals/motivation for moving to the hybrid format? Convenience, flexibility and improved quality learning experiences can be possible motivating factors for transitioning to a hybrid format. To find more information on the rationale behind using the hybrid model, see in the introduction section of this site.

Hybrid design

• How do you decide what goes online and what is done in person / How did you decide on the course structure? There is no definite answer to this question, however, some tips can be found in the decision-making and planning section that can help with the process of designing your course. Some things you will need to determine are how to present what, when, the order of things, how they relate to each other and choosing a llinear vs. nonlinear structure.


• What resources does an instructor need to develop a hybrid course? Depending on the course design, the technology and other resources needed will vary greatly. For ideas on what has gone into the creation of existing courses, see the Examples section of this site.


• What resources are available to help with pedagogy? with technology? vuDAT offers assistance to instructors with online and hybrid credit courses. There are also many resources available on the web for reading more about hybrid and online course topics. See Resources for a list of links that have already been complied.


• How long does it take to develop a hybrid course? How do you begin? The development time also varies greatly depending on the complexity of the course, your technology comfort level and whether the course is brand new or is being adapted from a traditionally-delivered course. Many instructors start developing their courses in the semester before the course is scheduled to go live. In order to get a better picture of how to start, see the decision-making and planning section.


• How do you enhance online lessons to make them more interesting and attractive (visually & substantively)? There are many options for making both in-person and online sessions more interactive. The section on course enhancements offers many examples and more information about how enhancements add life to a course.


• How do you handle student evaluations? The section on course enhancements offers many examples and more information about how enhancements add life to a course.(Secure testing or alternative methods)


• How do you design the course for a diverse group of students? How do you use the technology and course design to accommodate multiple learning styles?

Hybrid and the students

• How do you explain the format to students? How do you communicate and manage expectations and prepare them for your course?


• How do you evaluate the effectiveness of the course in general, as well as specific course elements? How can someone compare hybrid and in-person versions of a course? look at the attrition rate

Reflection and Evaluation

• What, in experience works and doesn't work for a hybrid course?


• What is the perception of the hybrid course (student perspective & admin. perspective)?