About hybrid courses
A hybrid course or blended course is one that consists of a mix of in-seat and online learning activities. The percentage of learning that takes place online versus face-to-face—and what types of activities will take place in each environment—will vary greatly depending on a number of factors. These include, but are not limited to, room size, room availability, department mandates, campus-level mandates, responsiveness to shifting environmental situations, etc.
Types of hybrid courses
Learners attend face-to-face labs for hands-on learning at individual or small-group stations in the lab setting.
It is important to understand that there is not one right way to create a hybrid course. There are many variations of hybrid learning scenarios, and which one is right for a given context depends on a number of factors. However, we have identified for you here some commonly used models for hybrid learning to help illustrate different ways a hybrid classroom could be conceived of and set up.
Caution Hy-flex (or super-flex) is where an instructor has a physical presence in a classroom with a group of students while simultaneously hosting the course synchronously for a group of online students. At first glance, this model looks appealing. However, the hy-flex model requires a large team of people and a great deal of technical equipment to make the learning experience successful. This means that most rooms on campuses are not equipped with the cameras, microphones, and software necessary to facilitate an online and in-person class at the same time. Consequently, this model puts a strain on both personnel and budgets. In addition, student outcomes are less than optimal because it takes too many resources to do it effectively. If you need help making this decision, go through the list of necessities before deciding. The Office of eLearning discourages this model. However, the models outlined below have more successful outcomes and are easier to facilitate.
While these materials have been prepared to address the COVID-19 crisis, these practices are an integral part of resilient pedagogy. There may be other situations (e.g., inclement weather, regional shelter-in-place orders, personal illness or the need to care for family members, etc.) that warrant the ability to quickly shift and adapt your learning environment, and being prepared to teach a course in hybrid model makes such rapid transitions in times of unexpected crisis much easier. As UM System strives to provide accessible and inclusive learning experiences, these materials on how to prepare and facilitate hybrid courses should serve as an important resource for expanding instructors’ pedagogical skills.