Lesson 1 – Considerations for Hybrid Learning
As noted in Introduction to Hybrid Courses, there is no one definitive way to design curriculum for blended learning. While each approach varies in its level of complexity, the overall goal remains the same – to design teaching and learning opportunities that thoughtfully and intentionally blend in-person and online learning environments.
There are different models for designing blended learning, but the biggest differences lay in how the in-person and online time is structured, how much support or guidance is needed from the instructor, and how much autonomy the student has. For a detailed overview of different models, see Sheridan College’s 6 Models for Blended Synchronous and Asynchronous Online Course Delivery.
At Algonquin College, most hybrid courses are similarly structured: students have 2 or 3 hours of scheduled in-person class time and 1 hour of asynchronous online learning. Most often, this 1 hour of online learning is completed within the same week, but students can complete it at their leisure. This is where it can get tricky and takes thoughtful planning and communication: Should the online learning be completed before, and in preparation of, the in-person class? Or, should the online learning occur after the in-person class as a consolidation, extension, or reflection activity?
Reflection Questions
Before we get into one specific approach to blended learning in the next submodule, take some time to reflect on the following questions. You may want to write your answers down on paper or type into a document to save as part of your reflective curriculum development process.
- What level is the course within the overall academic program? How might this influence how you support students through a hybrid course?
- What level of guidance will your students need to be successful in the course?
- How much flexibility and autonomy can you provide to students?
- How can you utilize asynchronous online learning to support in-class learning?