Center for Teaching Excellence

Lessons from a Simulation of Socially Distanced Class

Sarah Mcloon and Anna K Berke. “A Dry Run At Socially Distanced Classroom” (Inside Higher Ed. August 3, 2020) 

Chad Raymond “Simulating COVID-19 Classroom Conditions ” (Salve Regina University. Activelearnings.com.  June 22, 2020)

Creating Interactive Engagement During Online Classes

Amy E. Crook and Travis W. Crook. “6 Tips for Teaching Online and In-person Simultaneously” (Inside Higher Ed. August 26, 2020). This article provides good practical tips to provide interactive engagement in online classes.

Creating Hybrid Course Designs

Hybrid courses (or sometimes called blended courses) combine traditional in-person classes and online learning. Hybrid courses typically replace a portion of traditional face-to-face class meetings with online learning activities (e.g., online discussions, recorded lectures, online tutorials, video lectures, or guided reading). The balance between in-class activities and online activities can vary by course. 

Hybrid courses require conscious designs which will include:

  • Intentional design to coordinate in-person and online components
  • Planning and preparation for in-person and online classes, respectively
  • Strategies to best use the in-person classes
  • Ideas to make the online components engaging
  • Strategies to give feedback effectively
  • Mechanisms to enforce student accountability

Hybrid Course Models

Online Content Delivery and In-Class Enforcement

Online

Recorded Lectures / PPT

Guided Reading

Online Tutorials

Synchronous Meetings (Group, Lecture, Individual)

In-Class

Problem-solving

Discussions

Application Projects

Case Studies

Group Work

In-Class Content Delivery and Online Enforcement

In-Class

In-Class Lecture

Class Discussions

Problem-based Learning

Online

Review Quizzes

Assignments / Projects

Ascynchronous Discussions

Synchronous Discussions

Vital Office Hours

Lab Rotation

Online Class Material

Simulations

Labs or hands-on learning in person

Flexible Models

Online or in-class activities are determined by learning objectives instead of temporal rhythm.

parts of the semester (e.f., first few weeks, last few weeks, punctuated assignments periods) meet in-person and the rest of the semester focuses on online work.

In order to design a hybrid/blended course design, one should ask the following questions:

  • What are the most important learning objectives? What do you want students to know or to be able to do by taking your blended class?
  • What learning activities will work best to achieve the learning objectives?
  • Which of the above activities will work best in an online format and a face-to-face format?
  • How will you make the course design consistent and in a regular rhythm?
  • What assessment and feedback methods will work best for activities and assignments?

It is recommended to create a “blueprint” or a “map” for the course design. Templates for these from University of Central Florida’s Blend Course Toolkit are available on this webpage  https://blended.online.ucf.edu/blendkit-course-diy-project-tasks/ 

 Step-by-step Guides to Create Hybrid Courses

 Blended Learning Toolkit (University of Central Florida)

https://blended.online.ucf.edu/blendkit-course/

 “An Introduction to Hybrid Teaching” (College Du Page. Open Resource under Creative Commons)

https://www.codlearningtech.org/PDF/hybridteachingworkbook.pdf

Cornell resources on hybrid designs

https://teaching.cornell.edu/resource/getting-started-designing-hybrid-learning-course

 CUNY Teaching & Learning Center online/hybrid development guide (See the accessibility section).

https://tlc.commons.gc.cuny.edu/hybridonline-course-development/

The above are resources for hybrid/blended courses in general. Course designs for Fall 2020 semester will also have to consider the public health guidelines on face-to-face interactions, which will complicate the in-person class activities. Please see more on this under "In-class Teaching during COVID" menu.

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