Hybrid Teaching

Center for Teaching & Learning Excellence

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 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.

At this time, hybrid course development is a university campus initiative (pilot). Faculty must complete the two required Courses for Teaching and Learning (CTL). Only full-time faculty may apply to develop a hybrid course. All hybrid courses must be approved by the chair of the department.


Examples of Hybrid Models (All students meet in the same modality for each class meeting): 

  1. Hybrid Model A
    1. Monday –  On-ground 
    2. Wednesday – Virtual (Zoom) 
    3. Friday – Asynchronous online 
  2. Hybrid Model B   
    1. Monday –  On-ground 
    2. Wednesday – Virtual (Zoom) 
    3. Friday – Virtual (Zoom) 
  3. Hybrid Model C 
    1. Monday –  On-ground 
    2. Wednesday – On-ground 
    3. Friday – Virtual (Zoom) or asynchronous 
  4. Hybrid Model D  
    1. Tuesday – On-ground 
    2. Thursday – Virtual (Zoom) or Asynchronous online 

Hybrid Course Resources

Hybrid Planning Guide

Ten Questions for Hybrid Course Redesign

On ground LMS Checklist

Hybrid Checklist

Hybrid Course Application Button-1

Required CTLs:

CTL 138 - Introduction to Hybrid Teaching at Saint Leo. Hybrid courses integrate various formats of instruction, including face-to-face, video conferencing, and or asynchronous online instruction. While hybrid courses enable the students to have more flexible schedules, they also provide broader teaching and learning opportunities. This self-paced course introduces participants to hybrid teaching, the hybrid learning models that Saint Leo supports, and a general overview of what hybrid teaching entails.

CTL 200 - Deeper Dive into Hybrid Course Development at Saint Leo. Preparation and organization are essential for a successful hybrid course. When it comes to hybrid course design, you will want to consider the most effective ways to deliver the instructional content and learning activities. In this self-paced, project-based course, you will determine the various components of each module and then plan the activities, materials, and assessments for the first four modules/weeks of your hybrid course. CTL 138 - Introduction to Hybrid Teaching at Saint Leo is a prerequisite for this course.


Recommended CTLs: 

The Center for Teaching and Learning Excellence offers a variety of Courses for Teaching and Learning (CTL) 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

Instructor Guidebook: Teaching Hybrid Courses

Hybrid Module Planning Template

D2L Teaching Resources

Course Copy Components

Active Learning

Assessment

Classroom Community

Articles and Resources about Hybrid Learning Models

5 Ways to Support Flexible Learning Models

3 Reasons Higher Ed Will Move to Multiple Learning Modalities

CORE Principles of Effective Teaching: Emerging from the Pandemic as Better Educators

A Guide to Hybrid and Blended Learning in Higher Education

Course Design Models that Combine in Person and Online Components: Definitions and Examples

Understanding Blended Learning

Hybrid-Flexible Course Design, e-book licensed under Creative Commons

Let’s not Return to Normal when the ‘New Normal’ finally Arrives

Polysynchronous learning


Getting Started Resources

How to Get Started with Hybrid Teaching

Getting Started with Designing a Hybrid Learning Course

Ten Questions for Hybrid Course Redesign

UCF’s Blended Learning Toolkit

ACU’s Back-to-school Kit: Getting Better Prepared for Online and Hybrid Learning

How to Design and Teach a Hybrid Class: The Dos and Don’ts of Blended Curriculum Design – and a Sample Course Plan

Strategies to Support Hybrid Teaching

6 Quick Ways to Be More Inclusive in a Virtual Classroom

How to Make Your Teaching More Engaging

How to Improve and Promote Student Engagement in the Online Classroom

The importance of Listening to Student Learning (Listening-centric learning in a hybrid class)

8 Ways to be More Inclusive in Your Zoom Teaching

How to Get Started with Hybrid Teaching

How to Make Your Teaching More Inclusive

5 Low-tech, Time-Saving Ways to Teach online During Covid-19

15 Ways to Engage Your Students In-person, Online, and in Zoom

Other Resources

Planning for a Blended Future (Guide)

Harvard’s Hybrid Teaching Resources

8 Strategies to Prevent Teaching burnout