Advantages of Hybrid Courses
Hybrid courses have several advantages over both traditional face-to-face and fully online courses for both the instructor and the learner. The hybrid offers the instructor greater flexibility, thus allowing for new teaching opportunities. The hybrid can offer convenient scheduling options, enhanced student interaction and engagement, increased student retention, and better student performance and learning. Faculty participating in a study at the University of Wisconsin reported that "students wrote better papers, performed better on exams, produced higher quality projects, and were capable of more meaningful discussions on course material." Research has shown that both students and instructors liked the conveniences of the hybrid course model, which allows for coursework to be scheduled flexibly and decreases time spent commuting. (1,2)

As a result of taking hybrids, student will also acquire useful technology and computer skills that are readily transferable to other areas of study and professional development. Research also shows that "self-initiated learning experiences help promote improved responsibility and time management skills necessary to survive in today’s professional environment." The hybrid format can also make learning engaging and fun, serving to motivate the students.(2)

Hybrid models also address different learning styles with careful consideration of how to implement the technology. As described in Wisconsin's Teaching Online site, " students who have a strong visual/spatial intelligence may benefit from a demonstration of key points with graphics or visual effects, or viewing a video that pertains to the course. Those who lean towards kinesthetic intelligence might enjoy game-like activities that require hand-eye coordination or quick reflexes, or projects that allow them to create something and share it with class. With some creative thought, exercises that focus on the various types of intelligence can enhance the student experience." (2)

Best practices
Instructors need to understand that they will need to invest significant time and effort redesigning a traditional course. They may need to reexamine and modify their course goals and objectives to fit the hybrid model. Online learning activities must be designed to meet those goals and objectives, not just for the sake of adding technology. In addition, instructors may need to acquire new pedagogical and technological skills (e.g., learning to facilitate online discussions, assessing student online learning, learning new technological tools).

Visit this website for a podcast about hybrids created by Dr. Susan Smith Nash. Her blog focuses on training and education, from instructional design to e-learning and mobile solutions. Click here for text alternative of Dr. Smith Nash's podcast. (Here is the URL: http://elearnqueen.blogspot.com/2005/07/best-practices-for-online-and-hybrid.html.)

Implementation
There are several models created to implement hybrid courses. In order to help instructors with the course redesign process and with learning to teach online, the project coordinators have created a model faculty development program for teaching hybrid courses that can be readily adopted and adapted for use at other campuses. This program is essentially a hybrid workshop, with online resources, independent learning activities, online discussion, and face-to-face meetings and activities. It gives instructors experience in learning in a hybrid environment and models good hybrid course practices. There are many faculty development models available.

Scheduling
Hybrid courses need to be identified as such in the university's course schedule, perhaps using a HYB as the location. This form is to be used by faculty members to initiate approval of new courses and/or new delivery modes to be taught by distance learning methods. Hybrids offered for the first time will require submission of a Hybrid Course Approval form since this is a new delivery mode for the course. The form provides DL with a description of the course's intended objectives and activities, the instructional materials and technologies to be used, and the rationale for offering the course.

Academic departments will schedule the on-campus component of the hybrid course via the Dean's Office and Registrar's Office following current classroom scheduling procedures. Hybrid courses in the schedule must include published course schedule notes to provide students with important, specific details about the section, including faculty contact information, ANGEL - the course website URL, and any important information the students may need prior to enrolling in the course.

Faculty Support
Faculty members are encouraged to work with instructional development services staff to design, develop, and deliver the hybrid classes. This collaborative process leads to innovative courses and college-wide cooperation facilitating the long-term success of the Distance Learning program. The resources link on this web site will provide several helpful sites to get started designing and developing instructional activities and course materials with technology tools that fit with your student learning outcomes.

Your Next Steps
Click on the Lesson Plans tab at the top of this page.

Sources:
Garnham, C., and Kaleta, R. (2002) Introduction to Hybrid Courses. Learning Technology Center, University of Wisconsin-Milwaukee. <http://www.uwsa.edu/ttt/articles/garnham.htm>.

Teach Online, Pedagogy and Techniques (2005) University of Wisconsin Learning Technology Center’s Hybrid Course Project Website.
<http://www.uwm.edu/Dept/LTC/hybrid.html>.

Nash, Susan. E-Learning Queen Blog. "Best Practices for Online and Hybrid Courses: Where Are We Now?" <http://elearnqueen.blogspot.com/2005/07/best-practices-for-online-and-hybrid.html>.

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