The Best of both Worlds: Teaching a Hybrid Course

Abstract While online education alone has strengths and weaknesses, the benefits of online learning can be used to enhance face-to-face teaching. This article will discuss an example of capitalizing on the strengths of online courses to improve interaction and student performance within a traditional class setting. Introduction While distance education programs have exploded in recent years, a new trend within the field has emerged: hybrid or blended courses. A hybrid course is a traditional, face-to-face course that has incorporated online elements, using the same course management software that underpins courses taught entirely online. This model can appeal to a wide range of instructors, even those who are critical of online learning, and can be used to improve a variety of courses or solve particular problems. Some universities have used the hybrid model to solve classroom space shortages, to improve communication between students and instructors in large classes, and to address students' needs for computer and technology literacy. [1] This article will explore an example of using a hybrid course to increase communication and improve a problematic course assignment. Online Teaching and Learning Distance learning has shown substantial growth in the past decade. The National Center for Education Statistics (NCES) found that during 1994-1995, 33% of colleges and universities were offering distance courses, with another 25% planning to begin within 3 years. [2] During another study in 2000-2001, NCES learned that 56% were offering distance courses and 12% were planning to begin. [3] Additionally, according to these two reports, the number of institutions responding that there were no plans to offer distance learning opportunities decreased from 42% to 31%. Further comparison of the two reports also shows extensive growth in number of students and number of courses offered. According to the data, 753,640 students were enrolled in distance courses in 1994-95, while enrollment jumped to 3,077,000 for the 2000-01 academic year. As Christopher R. Wolfe reminds us, teaching online is teaching, and quick, easy access to information is not a replacement for education. [4] Teaching online requires instructors to have different skills than needed in teaching face-to-face. Planning and developing asynchronous courses must be done completely before the course begins. Transforming assignments, texts, and other course materials into an online environment can be difficult, and learning to communicate effectively in a different medium can also be challenging for instructors. [5] Moving gradually into online course delivery by using a hybrid system is an attractive model for many instructors. [6] Participating in an online learning environment also requires students to have or develop skills beyond those needed for being a successful student in traditional classrooms. Without the live interaction in a classroom, distance learners must be able to process written materials and texts at least as efficiently as they process lecture and discussion. Further, they must be able to make "'connections between new and existing knowledge" on their own. [7] Studies of the psychology of learning online and issues related to communication in the online environment abound. [8] Most of these explore the issues that arise due to the concrete difference in the space where learning happens. The difference between physical and virtual spaces leads to profound changes in social interaction, from the simple process of holding a conversation to larger issues of depersonalization and identity. [9] In a hybrid course, some of these issues will be moot, since there will be live, in person class sessions available for covering material and clearing up problems. In most hybrid courses, though, what often moves online is a portion of the communication process. As Priscilla Y. Romkema notes, using the online course area for asking questions allowed for the face-to-face sessions to be devoted to instructor lecture and other class activities; time was not taken away from those elements and the question and answer bank became a permanent feature that could be consulted by any student at any time. …