Models for Hybrid and Online Teaching

The divided model splits students into groups (2 or 3) who rotate through in-person class meetings. This could be combined with asynchronous material that students outside the classroom on any given day would be responsible for.

Model 1

In a typical 3-class week, there will be a full-class remote lecture (synchronous or taped) for class day 1, followed by 2 discussion sections for days 2 and 3.

Half the students will attend on day 2 for an in-person discussion section led by instructor; the other half will have a separate virtual forum discussion on Moodle, which the instructor reads and responds to via Moodle or email. 

One day 3, the groups switch. 

Instructor deals with different material in the two discussion groups.

Advantage: fairness and symmetry, instructor only “teaches” 1 class MWF

Disadvantage: students only get 1 day per week in person with instructor, and two days a week with direct instructor involvement. 

Model 2

This model divides the course into alternating two-day units (as opposed to 3-day weekly units)

Instructor tapes a lecture or mini-lecture on panopto and posts it as an introduction to a topic

Student groups alternate Mon group 1-Wed group 2-Fri group 1-Mon group 2, etc. 

Instructor leads discussions on the same subject matter for both groups, so that for every two class days, students will have seen a taped lecture and had an instructor-led discussion. 

Advantage: more face time for students (average of 1.5 face-to-face discussion hours per week)

Disadvantage: for every two days of class, instructor needs to “teach” three class days’ work (1 taped lecture and 2 identitcal discussion groups)

In a flipped model, all lectures are pre-recorded and distributed for asynchronous viewing in advance of class meetings. In-person class time is reserved for discussion, active learning, assessment, and hands-on work.

Resources

How to Flip a Class, Faculty Innovation Center, UT Austin

Flipping the Classroom requires more than video, Makice, K., April 13, 2012 April 13, Wired Magazine.

This model alternates online instruction with in-person for all students. For example, students may participate in a week of remote learning followed by a week of split class in-person learning. This could allow two courses in the same time block in a complimentary rotation doubling a given room’s capacity.

A synchronous remote and in-person model is less hybrid than it is a technology enabled traditional face-to-face class, though there may be some in-person activities that will be problematic for remote participants where online alternatives can take their place.

This format also typically requires additional classroom technology, such as multiple cameras and microphones to allow for synchronous remote participation.

Duke University’s Flexible Learning Blueprints

Clemson University OTEI’s Hybrid Models