Developing A Hybrid Course: A Checklist

Scenario:

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

Below is a checklist that the training manager can use to create a blended learning format.

Designing a Hybrid Course

• Connect with others in your field who have created a hybrid course, and use them as a reference through the creation and building of the course, (Texas State University, 2012).
• Create a course outline (Texas State University, 2012).
• Chunk large blocks of information into weekly modules, (Texas State University, 2012).
• Write learning objectives for each module, (Texas State University, 2012).
• Once learning objectives have been created, begin creating the assessments or activities that will assess mastery of each learning objective, (Texas State University, 2012).
• Determine whether the assessments or activities will be completed online or face-to-face, and what type of CMS is needed to host the online portion of the course, (Texas State University, 2012).
• Ensure that each assessment or activity can be properly assessed in the chosen learning environment. For example. face-to-face activities should include assessment of psychomotor skills, while online activities can assess content knowledge through collaborative discussions or multiple choice exams, (Texas State University ,2012).
• Determine which type of software or applications are needed for the determined online assessments or activities (blogging sites, wiki sites, etc), (Texas State University, 2012).
• Be careful to not demand too much on your learner because they will be participating in face-to-face and distance learning assignments.
• Create a detailed syllabus with grading expectations, assignments, assessments, course materials, technology list, and course rationale, (Simonson et al, 2012).
• Take into account ADA requirements for the course content (i.e. provide transcripts along with any videos), (Texas State University).

Building a Hybrid Course

• Be wary of the latest and greatest forms of media. This doesn't mean it's always the best, (Simonson et al, 2012).
• Copyright laws must be respected when using existing media, (Simonson et al, 2012).
• Create new media if necessary, (Texas State University, 2012).
• Create active learning opportunities (small group discussions, case study analysis, debates, or virtual field trips), (Simonson et al, 2012).
• Information must transpose between the two learning environments, but activities should not be duplicated in the face-to-face and onlilne environment.
• Provide timelines for all activities, (Simonson et al, 2012).
• Provide access to technical support, and additional resources for students who are new to online learning, (Simonson et al, 2012).
• Create a forum for students to contact the instructor with questions or frustrations, (Texas State University, 2012).
• Develop surveys that can be used to evaluate the overall success of the course, (Texas State University, 2012).

Facilitating a Hybrid Course

• Provide software training for all facilitators, (Piskurich, n.d.).
• Facilitators need to have a clear understanding of each activity or assessment, and the overall pacing of the course before the course begins, (Piskurich, n.d.).
• Facilitators should adjust/ clarify syllabus when necessary (Texas State University, 2012).
• Facilitators should conduct ice-breakers at the beginning of the course that encourage students to interact online and face-to-face to build strong learning communities (Simonson et al, 2012).
• Facilitators should clarify the amount of participation required by students in both the face-to-face and online communities, and the grading system or criteria (rubrics), (Simonson et el, 2012).
• Facilitators need to possess certain qualifications, be compensated, and supported, (Simonson et al, 2012).
• Facilitators must actively participate in all class discussions, and provide extra support and guidance at the beginning of the course, (Simonson et al, 2012).
• Facilitators must provide timely feedback on student assignments/ assessments, (Simonson et al, 2012).
•  Before requiring students to complete assignments online, provide a face-to-face overview of online expectations, and instructions to access the CMS, (Texas State University, 2012).
• Facilitators should provide models of exemplary work for assignments/ assessments, (Simonson et al, 2012).
• Facilitators should provide tips for student success in the blended/hybrid course, (Texas State University, 2012).
• Facilitators need to communicate weekly reminders to students that pertain to the upcoming module in both the face-to-face and online learning environments, (Texas State University, 2012).
• If students miss a face-to-face sessions, they should be able to access the online environment and know what they missed, and what is to come.
• Questions and frustrations should also be addressed in both the face to face and online learning environments by the facilitator, (Texas State University).
•  Use the AEIOU evaluation tool to define areas in need of improvement (Simonson et al, 2012).

References

Piskurich, G. (2012) Planning and Designing Online Courses. Video retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Texas State University. (2012). Hybrid course development. Retrieved on June 10th, 2012 from: http://www.its.txstate.edu/departments/instructional_design/hybrid-course-development.html