Road to Hybrid

Road to Hybrid

road to hybrid

Steps for planning and developing a hybrid course

Please note that according to the Cal State LA faculty handbook, a course's mode of delivery refers to the amount of face-to-face versus computer-mediated instruction in a given course.  A hybrid course is defined as, "a course offering that depends on both face-to-face and computer-mediated instruction as significant components of the class.  A course offering is considered a hybrid class if computer-mediated instruction is utilized in lieu of more than 20%, but less than 100%, of the scheduled class meetings."

All Cal State LA courses offered as hybrid must first have "hybrid" as an approved mode of delivery on the original course proposal form. 

To ensure an optimal learning experience for students, we ask that instructors follow these steps when planning to develop a hybrid course:

Is your course ready to go hybrid?

A hybrid (or fully online) course is not simply recording your lectures and posting them online.  Hybrid courses are not "lecture only" courses with interspersed online quizzes and exams.  Creating a quality hybrid course requires structure, planning, and a lot of activities so that students are practicing the skills and working with the content of your course.  Do you already have at least one activity per week in your face-to-face course?  Are there whole class discussions you conduct in your face-to-face course?  Have you thought about what students will do inside and outside the classroom--aside from regular homework problems?  Are you already using Moodle to collect assignments, promote discussions, collaborate outside of class?  If not, you may consider creating a technology-enhanced course first, that is, to beef up your use of technology in a face-to-face course before fully committing to hybrid.  You may also think about attending CETL's Active Learning Workshop to learn about activities you can do in your face-to-face and hybrid/online course.

Are you ready to go hybrid?

Creating a hybrid course from a course you teach face-to-face (F2F) is a big investment of time and talent. Take the survey and assess your own readiness to design and teach a hybrid course.  You may be developing new activities, finding multimodal ways of presenting your course content, and being much more transparent and explicit in your course design.  It may be helpful to create a technology-enhanced course first, that is, to beef up your use of technology in a F2F course before fully committing to hybrid.

Has this course been approved for the Hybrid mode of delivery?

Make sure the course proposal form has been approved to offer the course as HYBRID.  Approved HYBRID courses for semesters are marked in GET and the schedule of classes as such.  This alerts students that the course is truly hybrid. A hybrid course is at least 25% and no more than 99% online.

Have you consulted with your Chair?

Consult with our chair about room offering a hybrid section of the course.  Also, hybrid courses will affect room scheduling.   Hybrid courses are subject to certain restrictions according to the new semester calendar and room scheduling may be affected. Hybrid courses are part of the larger program and may affect curriculum and course offerings. Make sure your Chair approves of this course.  In order to maximize classroom utilization, department chairs should be aware of hybrid room scheduling too.

Do you already use Moodle?

Moodle, the campus learning management system (LMS) has the tools to organize and make online course content interactive-- a key aspect of successful online environments. You should be leveraging Moodle activities (e.g., assignment, forum, glossary, wiki, etc.) in your hybrid course. If you do not use Moodle, plan on attending as many workshops as you can. 

Are you proficient in your use of onilne technology tools?

In order to maximize use of the online environment, you need to be proficient in online technology tools.  Faculty teaching online or hybrid courses are encouraged to become a CETL Technology Enhanced Certificate Holder (T.E.C.H.).  Faculty can earn the T.E.C.H. designation by completing at least six (6) CETL workshops.  T.E.C.H. faculty can also request a Moodle template to help with the design of their F2F, hybrid, or online course(s). Information on CETL workshops.

Have you figured out how long it will take?  

Estimate and commit to the hours you have to build the course-- including how long it will take for you to learn how to do this. Are you already proficient with Moodle, Camtasia, OERs, textbook publisher resources, etc.?  Do you already have multiple course activities in our course in addition to your lectures?  Set aside time each week to build the course. Creating a timeline is the most efficient way to map out your course. For example, if you have not used Moodle or do not use a lot of technology, you'll need to learn this before actually creating the course's online components.

Have you ever taken an online or hybrid course before?  

We strongly encourage instructors interested in teaching online to have this process modeled for them. CETL offers grants to take online Quality Matters (QM) or Quality Online Learning and Teaching (QOLT) training. These are immersive experiences that help instructors appreciate what it’s like to be an online student. QM and QOLT are course development programs delivered online that will model an online experience for you and help you to design the elements necessary to deliver a quality course. For more information on these initiatives Please contact CETL when you are ready to take a QOLT or QM workshop.

Use a Moodle course template.

People learn through pattern-recognition. Create a template of what you will want students to learn in each module and follow it. A consistent online experience keeps students from missing deadlines, ignoring content, and helps them manage their time. CETL has created a flexible Moodle template usable for both online and hybrid courses. The Moodle template is available for CETL's T.E.C.H. faculty. 

Are you addressing universal design for learning (UDL)?

Since much of your course content my be presented online, are you ensuring your videos are captioned; images have alt tags; Word docs or PowerPoint slides are accessible?  From a UDL perspective, how are ensuring your course provides multiple means of representation, engagement, and expression?  At the very least, your course content should meet basic accessibility standards to ensure all students can succeed in your course.

Structure your online and in-class activities as complementary.

Hybrid is about developing challenging and engaging online learning activities that correspond with your face-to-face activities. What you do online should directly connect back to the course in a hybrid environment. Check out Cal State LA's e-copy of How to Design and Teach a Hybrid Course by Jay Caulfield. This is a great resource to get you started!

Click here for a printable Road to Hybrid Checklist

 

Workshops & Events