![]() ![]() Carefully consider what parts of the learning should occur in person and which can occur online on the learner’s own time. Hybrid learning is not about “adding” online activities to a traditional face-to-face course. Avoid the “course and a half” phenomenon.Your thoughtful planning of how students shift between online and face-to-face activities will make a difference. Connect what occurs in class with what is studied online to avoid the feeling of two fragmented courses. Integrate online and face-to-face course elements.Use UNC Charlotte’s RASE Planning Map Template for Hybrid Teaching (Word) and Hybrid Course Blueprint Template (Word). ![]() ![]() Blended Synchronous with Flipped Classroom.Blended Synchronous (Simulcast lecture or Flipped Classroom).See examples of models from Clemson (PDF).Online: Best for information acquisition, drill and practice, quizzes, project development, peer reviews and discussions.Face-to-Face: Best for problem-solving, performance-based demonstrations, individual presentations and coaching.Plan learning activities that capitalize on the strengths of online and face-to-face learning environments. Re-examine course objectives and consider how they can best be achieved in the hybrid environment. Focus on course design, not technology.Faculty can re-use digitized content and materials as “learning objects” in the current and future iterations of the course. Faculty are free to determine how much time should be spent in each mode, and which instructional activities should be online or in-class depending on the course goals and available resources. Faculty can determine the level of personalization of online activities as well as the rich, face-to-face interactions in the classroom. Students have more time to reflect when working and writing online than when responding in class. Students can re-watch recorded lectures, spend more time on practice exercises, re-read peer discussion comments, and take the time they need to successfully complete assignments within the semester. Lectures, textbooks, and other related course content in which students gain access to the content of the course are made available online. Students are provided with learning activities in all participation modes which lead to equivalent learning outcomes. Students are provided with meaningful alternative content and activities to participate, practice and be assessed. Hybrid learning has benefits for students and faculty (WLAC, 2020). HYBRID25 – Four times a week patterns and students divided evenly for each day.HYBRID33 – Three times a week patterns and students divided evenly for each day.HYBRID50 – Twice a week patterns and students divided evenly for each day.These terms don’t imply a pedagogical model - that is left to the instructor. NC State has determined three different modes for teaching hybrid based on lowering the amount of students attending class at the same time. ![]()
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