Presenters: Doug Peterson, Computer Science; Pam Dewey, Business; David Thompson, History
Define for students what you mean by ‘hybrid’, how your course works – Doug’s class meets in-person from 6 to 7:50 PM, students are required to “make up” the other half of the class by engaging online;
Plan for how class time is used – for lecture? lab? a mix? projects? discussion? individual consultation?
Explicitly state how the course works and how class time and online time is used in your course information/syllabus;
Also state anticipated “homework” time PLUS time in class and online; for example, 2 hours of lecture+2 hours of lab+2 hours of homework for every lecture or lab hour=12 hours per week allocated to this class;
Doug prepares and uses the same content for courses taught regardless of mode – in-person, online or hybrid;
Use recorded video uploaded to YouTube for class how-to’s as well as class content;
Record a video introduction of yourself – and don’t worry if it’s not perfect, you wouldn’t stop and rewind if you sneeze in class!
Provide an opportunity for students to connect with you via “online office hours” (use online conferencing tools, virtual classrooms, instant messaging, phoning, etc. — contact the TLC, firstname.lastname@example.org or 694-8908, for assistance!)
Dave has had mixed experiences with teaching hybrid classes, challenged most by how to use the reduced class time;
Dave structures the online component of his hybrid classes in a manner similar to the structure of his fully-online classes;
Boiling down full-length lectures to shorter durations was not successful, too frantic;
Students enrolled did not understand the structure of a hybrid class, thought it was just class in shorter amount of class time or had to enroll because the class was needed and enrolling in the hybrid section was the only option;
Students enrolled in hybrid classes meeting one time a week often had gaps in their schedules when they didn’t have a class to enroll in “opposite” the hybrid class meeting in the regular pattern of T/Th classes;
Students did not read or prepare prior to in-person class meetings;
In the future, Dave would require a pre-class reading quiz;
Dave presents as many options as possible in his web-enhanced courses (traditional in-person classes offering a Blackboard component); see Dave’s sample exam and grading criteria.
Pam had 4 tips for the session…see her session handout for a sample assignment checklist and more on journals.
Establish a discussion board forum for Questions for the Instructor and set the forum for subscriptions so you are notified via email when a new post is made;
Provide students with a checklist for assignments so they can work through and keep track (see page 2, Forum Settings > Subscribe for more information: http://icc.edu/innovation/PDFS/blackboard/guides/BB91SEDB.pdf);
If a student drops the class, set the student’s status to Unavailable in Blackboard then hide that student in the Grade Center – do NOT remove the student from the site, all of his/her records will be removed as well; a student whose status is set to Unavailable will remain in the site but the student would not be able to access the site or see the course name in My Courses in Blackboard (see page 2, Changing Roles in the Course for more information: http://icc.edu/innovation/PDFS/blackboard/guides/BB91UserManagement.pdf);
Use Journals for student reflections on learning and provide students with an explicit rubric for grading (see Blogs & Journals: http://icc.edu/innovation/PDFS/blackboard/guides/BB91SEB&J.pdf).