Hybrid
Terms to Know
- Synchronous Learning: Synchronous learning refers to types of learning in which students and the instructor are in the same place, at the same time, for learning to take place. This includes in-person classes and live online meetings when the entire class or smaller groups get together. Students usually go through a learning path together, facilitated by the instructor who can provide real-time support while students are completing tasks and activities.
- Asynchronous Learning: Asynchronous learning is a student-centered teaching method widely used in online learning environments. Its basic premise is that learning can occur at different times and spaces particular to each student, as opposed to synchronous learning at the same time and place with groups of students and the instructor. In asynchronous learning, instructors design a learning path with which student engage at their own pace.
- Blended Face-to-Face Course: Most course activity is completed in the face-to-face classroom, but a significantly smaller percentage of activity is delivered online.
- Blended Online Course: Most course activity is delivered and completed online, but a smaller percentage of required face-to-face instructional activity takes place in the physical classroom.
Questions to Ask
- What do you want your students to be able to do, know, or value as a result of taking your class?
- What learning activities or assessments will provide students with opportunities to develop or demonstrate achievement of the course learning outcomes?
- Which of these learning activities or assessments would best lend themselves to an online format and which are to a face-to-face format? What combination of in-person and online activities would best address instructional delivery and learning objectives?
- Which of these learning activities or assessments are best suited to be delivered or completed synchronously and which are best suited to be delivered asynchronously?
Models
The four models presented below are by no means an exhaustive list of hybrid models; they are starting points for exploration and innovation. Do not feel constrained by the models, feel free to adapt them for your specific needs.
If you would like to discuss these models further with a member of the Baylor Learning Design Team, please email the team at learningdesign@baylor.edu.
1. Flipped Hybrid
Explanation
Class content is delivered through recorded lectures. In-person class time is reserved for highly engaging active learning experiences.
Technology
Pre-recorded lectures through Zoom or Kaltura can be posted in Canvas. Recorded Lectures, Readings, Learning Activities and Assessments are published in Canvas.
Strengths
- Allows for active deep dives into content.
- Provides faculty the ability in-person to challenge students to think beyond the content.
- Provides students flexibility as they prepare for in-person active class sessions.
- Creates equity among all students.
Weaknesses
- Requires student preparation and participation to be successful.
- Requires a bit more preparation time. Pre-recording lectures is a must.
2. Asynchronous - In-Person Content Varies by Subgroup
Explanation
The class is delivered with unique content each class session. However, there are different subgroups of students face-to-face in each session. The students not in the class are expected to view taped sessions and complete associated work at the time of their choosing based on posted deadlines. Note: Live streaming is optional for this model.
Technology
Lecture capture through Zoom or Kaltura can be posted in Canvas and must be posted immediately for subgroup students not in the class or for sick students.
Strengths
- An original face-to-face class can be adapted somewhat easily because the instructor can teach unique content each class session.
- Students have freedom when to view/complete asynchronous content based on posted deadlines.
Weaknesses
- Students who participate asynchronously will have limited opportunities for discussion or questions.
- Variations in content may put a specific subgroup at a disadvantage.
- Class topics are not similar in difficulty, so can provide a disadvantage to students watching recorded class sessions.
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3. Asynchronous - In-person Contents the Same for Each Subgroup
Explanation
The class is delivered with a portion of the content face-to-face and a portion online. There are different subgroups of students face-to-face in each session but the content for each subgroup is the same. Â All students are expected to complete content online asynchronously. Note: Live streaming is optional for this model.
Technology
- Lecture capture is not required unless accommodating sick students.
- Pre-recorded lectures will be required to maintain necessary contact hours. Â
Strengths
- Asynchronous content can be posted to Canvas in advance of class starting or throughout semester.
- Students have freedom when to view/complete asynchronous content.
- Creates equity among all students.
Weaknesses
Asynchronous content may not be engaging to students.
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4. Concurrent Hybrid
Explanation
The class is delivered with unique content for each class session. However, there are different subgroups of students face-to-face in each session. The students not in the class are expected to be synchronously connected and, therefore, cover the same content at the same time.
Technology
- Zoom could be used to have virtual students participate. To maximize interactions between students in the classroom and those joining the class online, all students would be in Zoom.
- Lecture capture through Zoom or Kaltura is for sick students or for access later by all students.
Strengths
- An original face-to-face class can be adapted very easily because the instructor can teach unique content each class session.
- If Zoom is used for all students, discussions can be inclusive and synchronous.
Weaknesses
- Students who participate online may have difficulty finding a place to synchronously connect or may experience technical challenges.
- Synchronous connection may not be engaging to virtual students.
- An inequity of attention by faculty could surface between groups.
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