What is Hybrid Teaching?
The Lee University hybrid course is one taught simultaneously in person and via Zoom. The teaching occurs at the same time by the same faculty member, thereby offering the opportunity for approved students to participate in the in-person class from a distance. Students participating in a class by Zoom would receive prior approval to do so rather than having the option to decide by preference or convenience.
What is Self-Guided Support?
The CTE has created a self-guided framework to aid you in preparing and teaching hybrid courses that engage and challenge students. Additional resources will help you develop activities and tools for both online and on-campus learners, as well as addressing accessibility for students. Plan provides a framework for you to begin thinking about hybrid courses in Fall 2020. Prepare provides the tools you need to begin developing strategies and activities for your courses. Teach is a collection of resources to help you focus on engaged, student-centered learning throughout the coming semesters.
Hybrid courses will involve rethinking several parts of well-established courses and require flexibility from both you and your students. However, you don’t have to do this alone. For assistance and encouragement, contact Jean Eledge or Bethany Sargent.
Think about how you will develop your course as you contemplate essential factors relating to learning outcomes, your course content, and your students’ experience.
Ask questions that guide you in maintaining the objectives of your course in light of situational factors that may affect assignments and students. Consider:
These questions are adapted from Planning Your Course: A Decision Guide from Cornell University. For additional resources in course development, read Designing a Course by Washington University in St. Louis or Vanderbilt University’s Understanding By Design Guide.
Be sure to have a plan for student communication that works for both on-campus and remote students. Consider the following questions:
Course level assessment is designed to help instructors find out how effective their teaching methods are in facilitating student learning. Berkeley Center for Teaching & Learning says:
“[Formative Evaluations] are often ungraded and informal. Their aim is to provide both the students and instructor with a gauge of where their level of understanding is at the current moment, and enable the instructor ro adjust accordingly to meet the emerging needs of the class. Do I need to re-explain that concept differently? Do I need to backtrack two steps and catch everyone up to where we are now? Do I need to change my pedagogical approach to engage this group of students?
Formative evaluations are particularly important because they allow you to make changes that affect the current students, while the end of term forms only affect future classes. In Addition, formative evaluations signal your class that you are indeed interested in what and how they’re learning, and in their responses to your teaching.”
If you’re not sure what a flipped classroom is, both Cornell University and Vanderbilt University have put together explanations with many resources that will help you get started in thinking about flipped classroom models.
Why should you consider flipping your classroom in 2020? If you have a large number of remote students, flipping a classroom can help ensure remote and on-campus students alike receive the same quality of instruction, since all students are reading, listening, or watching the same content outside of class. Using class time for hands-on learning, discussion, or practice allows you to utilize more active learning strategies for keeping both in-person and remote students engaged.
For more on how flipping your classroom can provide equality for students and increase active learning, see the ACSD’s article on flipped classrooms here.
EXPLORE how others have implemented hybrid teaching in Summer 2020 courses
Create materials and environments for your students designed to best help them learn. Consider your timeframe for development, available resources, and your experience using different tools as you make decisions.
With all courses it takes intentional effort to build community, ensure that every student feels included in lessons, and provide opportunities for all to contribute questions about the learning process. With hybrid courses, this effort may look different than in a typical, in-person course. Some steps you can take to prepare for an inclusive class are to:
Accommodations may need to be made for remote students without reliable access to high-speed internet (e.g. recorded lectures that can be watched at variable times and contain captions and/or transcripts), to ensure equality between students in-person and students online, as well as for students with permanent, long-term, or short-term disabilities. Cornell University has outlined typical questions you may want to ask yourself about your course, as well as offering accommodation strategies.
For more information on accommodations and accessibility, contact Lee University’s Department of Academic Support.
It’s never a bad idea to have your Moodle page in order. However, it is imperative when teaching students remotely that your Moodle page be accessible, easy to navigate, and complete. Remember, even if you do not have students who are remote at the beginning of the semester, illness or changing circumstances can cause students to need to move to remote learning mid-semester, when it may be less opportune to build your Moodle page.
Ensure that at the minimum your Moodle course:
If you need help setting up your Moodle course, refer to the resources here.
Take time to run through your course again in your mind, even (or especially) if it is one that you have taught many times before. Try to view the course as a student would. Is my Moodle page set up and easy to navigate? Is all important information uploaded there for easy access to all students? (The CTE is in the process of developing a checklist to help determine that your Moodle is ready to go, but in the meantime Cornell University has developed a checklist for their LMS that can be modified for Moodle) Am I familiar with my classroom layout and my students? Is there a project or assignment that I need to review to ensure it can be done remotely?
Community in your classroom is what will make all the difference between a successful class and a stressful class. Here are two tips for building community in your hybrid class:
Options for tools include: Moodle Discussion Boards, FlipGrid, Padlet, GroupMe
References: https://www.facultyfocus.com/articles/online-education/five-ways-to-build-community-in-online-classrooms/ https://www.facultyfocus.com/articles/effective-classroom-management/a-checklist-for-building-community-in-the-college-classroom/
TIPS & TRICKS for hybrid teaching
Zoom & Moodle