With the use of technology growing in today's workforce, Algonquin continues to use hybrid courses as a key factor in its teaching methods.

Hybrid, the combination of online and traditional teaching, creates a self-learning environment and allows professors and students the ability to interact within discussion forums, allowing students to learn at their own convenience.

On average, each program within the college has 12 per cent of its courses as hybrid. Each course ranges from one to three hours in class per week. The other portion of the course involves online work through Blackboard, ranging from one to four hours per week, depending on the level of the program and the program itself.

According to Glenn MacDougall, director of Learning and Teaching Services at Algonquin, success is based on the individual teachers, teaching style and learning behavior of the students.

“If the course is well designed, students will be successful," says MacDougall.

When professors use the proper tools of hybrid such as student based activities and discussion, students have a better chance of being successful because professors can concentrate efforts where help is needed, MacDougall said. When hybrid simply provides information, course notes or PowerPoint, the level of success is poor.

"If there is an activity that is better served by an in-class moment, than that's where it should occur," said MacDougall.

With 32 years of teaching experience, Gail Allan, coordinator for the Online Learning Center, said sometimes students see hybrid as denying them face-to-face time. She insists that completing all assignments outside of hybrid and the classroom, while only having lectures in class, takes away from the active learning atmosphere the students need to stay focused.

"Hybrid prepares students before class to get work done," said Allan. "Teachers can be more creative about how to use class time."

She also questions why students would buy a $100 textbook - unless absolutely critical -when hybrid can show and discuss these pages.

Professors are required to design the course, upload and discuss the assignments and readings as well as prepare for the in-class portion. Program coordinator and professor within the Human Resources Management program, Carol Ann Samhaber, acknowledges that this allows for a higher level of application for the students.

"With hybrid we can insure that students graduate with vocational skills," said Samhaber. These include self-management, decision making and critical thinking skills. "If students leave with the application of these theories, but grow as an individual because of these experiences, than our goals have been achieved.”

First-year pre media communications students Dana Elford, Jessica Moffatt and Shannon Marsh agree that hybrid prepares them for the working world, but it can be confusing and unorganized.

Their computer foundations II course will have a single weekly assignment with pages and pages of readings and directions, which can become overwhelming. Even though their professor does reply to e-mails quickly and encourage questions, there are no discussion forums for the students to interact. "The course itself is confusing because no one knows where to begin," said Elford.

"Hybrid is the best of both worlds if done properly," said MacDougall.