Circumstances driven by the Covid-19 pandemic propelled college faculty to teach remotely and to explore a variety of new tools. As we are learning to live with Covid, we may be tempted to contemplate going back to our pre-pandemic ways of teaching, but that may not be in our, or our students’ best interests. Many faculty are energized by the new skills they’ve developed, and students are demanding more flexibility in scheduling. Hybrid Teaching and Learning may be the next exciting step in the evolution of teaching and learning in higher education.
At this time, hybrid course development is a university campus initiative (pilot). Only full-time faculty may apply to develop a hybrid course. All hybrid courses must be approved by Academic Affairs.
If you are interested in learning more about converting your on-ground class to hybrid, you can watch a recording of the hybrid interest meeting that was on January 10th. Applications are due January 14th.
Saint Leo’s Definition of Hybrid Course Modality
Hybrid courses integrate a variety of modalities, including face-to-face, synchronous video conferencing (via Zoom), and/or asynchronous online instruction. The registrar's office publishes the class meeting date/time, but the instructor pre-determines which class sessions will meet face-to-face, virtually, or online. The course schedule is determined at the beginning of the term and clearly communicated in the syllabus. For on-ground and virtual meetings, everyone meets in the same modality at the same time. While hybrid courses are provide students with more flexible schedules, more importantly, they provide broader and varied teaching and learning opportunities. Faculty may customize learning by designing a wider range of learning experiences using a greater variety of pedagogical modalities, strategies, and tools.
Examples of Hybrid Models (All students meet in the same modality for each class meeting):
Hybrid Course Resources
Instructor Guidebook: Teaching Hybrid Courses
The hybrid course model combines elements of on-ground, synchronous online, and asynchronous online teaching and learning. It offers both a flexible model for students and a unique opportunity for faculty. As this instructional modality may be unfamiliar to professors, we have designed the Instructor Guidebook: Teaching Hybrid Courses as a way to provide you with practical strategies, helpful resources, and best practices. We have organized the content in a way that allows you to explore a variety of topics and quickly find what is most relevant to your instructional practice.
The Center for Teaching and Learning Excellence offers a variety of Courses for Teaching and Learning (CTL’s) which might be particularly helpful as you design a hybrid course. We recommend considering any of the following
CTL 220 – Using the LMS to Support On-ground, Hybrid, and Blended Instruction (Highly Recommended for navigating and creating in D2L). This self-paced course is designed to provide instructors with the knowledge, skills, and tools to develop and or redevelop, and deliver on-ground, hybrid, or blended courses using the Learning Management System (LMS). The primary focus is on using the LMS as an efficient means of delivering on-ground, and or blended courses. Topics include Collaboration Tools, Creating Videos, Discussion Boards, Feedback Tools, Uploading Content, Backward Design, and Universal Design for Learning (UDL).
CTL 111 - Creating Module-Level Objectives: This course introduces participants to the practice of creating module-level objectives for courses and provides opportunities to assess and create well-written objectives.
CTL 114 - Active Learning in the Online Environment: The goal of this course is to introduce faculty to the theoretical foundations, design practices, and practical techniques for creating active, engaging online courses. This course is self-paced, and we estimate it will take about an hour to complete, depending on level of experience. This course may be especially beneficial for those faculty who are redesigning existing courses and wish to include more engaging assignments for their learners.
CTL 115 - Introduction to Universal Design for Learning: Introduces participants to Universal Design for Learning and provides core knowledge in key areas, including accessibility, accommodations, assistive technologies, and with a general overview of how to use the UDL framework for planning instruction for diverse learners.
CTL 118 - Developing Engaging and Inclusive Discussion Questions: In most online courses, discussion boards become the heart of the class. But unfortunately, students and faculty alike sometimes fear that they are inauthentic and feel disconnected from the content. In this course, we will explore unique ways to create and facilitate discussions that are engaging, social, and supportive of learning and connection. Additionally, this course is presented through the lens of Diversity, Equity, and Inclusion, and offers foundational knowledge about Universal Design for Learning and how it can be applied specifically to discussion boards.
CTL 119 - Building Community in Online Courses: Online courses, especially those that are asynchronous, present unique challenges for building community. This CTL presents not only best practices in online community building, but also strategies that integrate familiar technologies in ways that facilitate feelings of connectedness and belonging.
CTL 123 - Collaborative Notetaking: Collaborative note taking can be helpful in situations where students are socially distancing and/or participating in class virtually. Learn more about this strategy and develop a plan for how collaborative notes can be constructed in your courses.
Saint Leo Hybrid Teaching Resources
Articles and Resources about Hybrid Learning Models
Getting Started Resources
Strategies to Support Hybrid Teaching