Attaining Student Learning Outcomes
All ASM course Student Learning Outcomes (SLOs) have been developed and evaluated for AACSB accreditation.
SLOs should be the same for hybrid and face-to-face courses; the only thing you might consider changing are the means with which the students attain the SLOs (Stein & Graham, 2014).
Ask Yourself: Which SLOs would be best met in the face-to-face sessions and which in the online learning environment?
Delivering Content
Hybrid instruction lends itself well to a learner-centered, teacher-guided approach. The best hybrid courses are interactive and support collaborative learning. There are many models for delivering content in a Hybrid course. Consider the following:
Flipped Classroom: Students receive content online and practice in the classroom.
Instructional Split: Students receive equal instruction through online content (readings, recorded lectures, other media, etc.) and in-class lecture.
In deciding what content to deliver online, choose material where:
- "Students are passive participants,
- there is minimal student interaction, and
- delivery can be effectively replicated online" (Klotz & Wright, 2017, p. 29).
Ask Yourself: Which in-class activities translate well to online learning? Which activities lend themselves well to self-study? Example: Lectures are easily recorded and delivered online. Since you can't gauge your students' understanding by their reaction, create activities for students to demonstrate their understanding through the use of interactive activities, knowledge checks, reflection papers, etc.
Expert Tip: If you choose to deliver lectures online, instruct students how to watch your videos - letting students know whether it is important to take notes, to listen for key terms and concepts, to prepare for a quiz, etc. can increase engagement.
Choosing and Allocating Student Practice in a Hybrid Course
It is important to develop the activities and assignments for the online and face-to-face sessions simultaneously to integrate the two and to avoid having what might appear to be two separate classes: one online and one face-to-face (Ross & Rosenbloom, 2011, p. 361). Consider how your face-to-face sessions will complement and enhance students' online work and vice-versa. The two should be "interdependent" to help the students' see the relevance of the coursework (Stromie & Baudier, 2017, p. 40).
Quizzes are a great way to measure student understanding. Consider administering auto-graded quizzes in the online environment to create opportunities for students to get instant feedback and to allow for more collaborative activities in face-to-face class sessions.
Discussions create excellent opportunity for students to engage with one another in both the online and face-to-face environments. In fact, discussions have the potential to be maximized in the Hybrid learning environment. Below are ways you might consider implementing discussions in a Hybrid course:
- WSQ (Watch-Summarize-Question): Students watch a video online, summarize the content, and ask 2-3 questions as discussion prompts for the following in-person class session. Students are then encouraged to review their peers' discussion prompts, and "like" or expand on questions they are interested in. Questions with high rates of interest online can be addressed in class.
- Jigsaw Activity: Small groups of students are asked to become "experts" on a specific text, body of knowledge, or aspect of a problem. Small group discussions take place online. Student groups then share their information with the class at the following in-person class session. All small group discussions contribute to a more robust, full discussion about the topic at-hand.
- Reflections: Ask students to summarize and ask further questions about their in-class discussions in an online discussion board or journal.
Group Projects allow students to participate in peer instruction, to interact with one another, and to think critically about the material they are learning. Projects tend to be multi-faceted and require individual and group input. Because of this, group projects can be well-managed in both the online and face-to-face learning environments.
Ask Yourself: How can the discussions I want to facilitate amongst students bridge the online and face-to-face learning environments? Which aspects of group projects can be managed online, and which aspects are best managed in-person?
Expert Tip: When deciding where to administer student practice activities consider making a table that lists the type of activity, the onsite advantages, and the online advantages. This can help you decide which modality will be the most flexible and beneficial for student learning.
Choosing and Allocating Assessments in a Hybrid Course
Consider using a mix of online and face-to-face forms of assessment, when possible, to give students a variety of ways to demonstrate learning. Design assessments that will help bridge the concepts introduced both online and in-person.
Assessments should maintain their authenticity - for example, if an assessment is testing a social interaction skill, this assessment should take place face-to-face. If you are assessing how a student performs during a live presentation, do not ask them to post a recording of their presentation.
Low-stakes, online self-assessments or practice exams can be used to help students prepare for face-to-face assessments. Online quizzes can assess reading completion and understanding. The use of rubrics and auto-grading features can expedite the grading process and provide instant feedback for students.
Academic Integrity
It is advisable to administer high-stakes exams in-person to avoid academic dishonesty. That said, this isn't always possible. Below are best practices for administering online tests and exams:
- Require use of the Respondus LockDown Browser
- Shuffle answers to questions
- Vary questions slightly
- Randomize questions
- Publish timed exams
- Do not curve exams
- Consider making exams open-book
- Consider scheduling multiple low-stakes tests as opposed to one or two high-stakes exams
Plagiarism is another common source of academic dishonesty. Consider using a plagiarism detection tool in your course to discourage cheating. Note: UNM Canvas is currently reviewing potential plagiarism detection tools. This page will be updated with a link as soon as information becomes available.
All Anderson students are required to complete the ASM Code of Professional & Ethical Conduct Training. Students are expected to adhere to the Anderson Academic Honesty Code at all times. For more information about academic misconduct at UNM, review the UNM Student Code of Conduct.
Use of Class Time in Hybrid Courses
On the first day of class, explain to students what hybrid learning is and what the expectations are for participation and effort. Explain to them the advantages of hybrid learning - they can learn just as much through this modality provided they are actively engaging with the material in both the online and face-to-face environments.
The first day of face-to-face class should include a general course orientation (Gurley, 2018), as well as covering some introductory course material. The first day of online class should orient students to the technology needed for the online portions of the course (Jerke & Mostard, 2017), and should include a navigation overview.
Instructors must have a strong presence both online and in the face-to-face part of the course and design online and face-to-face activities that complement each other. In other words, create what Glazer (2011) calls a "layered course" (p.5).
Expert Tip: Consider Bloom's Taxonomy and spend class time on the activities on higher Bloom's levels: analyze, evaluate, and create.
Expert Tip (BONUS!): A critical element of student engagement and success in the online learning environment is receiving frequent and robust feedback from instructors on assignments. While rubrics can be a time-saver for instructors, it is important to include personalized feedback for your students.
Writing a Syllabus for a Hybrid Course
A hybrid syllabus requires more structure than a face-to-face course. You will need to revisit your syllabus to make sure you have clear expectations, clear outcomes, and assessments. Below are additional tips for writing your hybrid course syllabus:
- Describe what "hybrid" entails for the context of your course. Be explicit about what kinds of activities students will do online, what they will do face-to-face, and how those activities will be bridged.
- Have clear policies about attendance, participation, and student expectations in both face-to-face and the online environment.
- Include a course schedule with meeting dates for both online and face-to-face meetings.
- Clearly state what is due for each day/week.
- Detail when you'll be available for face-to-face and virtual office hours.
- Add resources on how to use technology.
- Add resources on time management.
ASM has provided required syllabi language for instructors. Be sure to check with your Department Chair for any updates or language to be included as you are writing your syllabus.
Expert Tip: Use a spreadsheet like this one to easily create a schedule for your hybrid course.
Accessibility Considerations
Ensure course notes, handouts, presentations, and Canvas pages are organized with headings. Utilize the "Check Accessibility" button in the Rich Content Editor on Canvas Pages, Assignments, and Discussions to check material when written directly in one of Canvas' content areas.
Use consistent sans serif font, type size (recommendation: size 14 pt), and make sure the colors are contrasting. It is best to stick with black font on a white background (Behling, 2017, p. 95).
Any scanned documents should be clean without smudges.
Label charts and graphs (Behling, 2017, p. 91) and label and describe any links. Example: Creating a hyperlink for students to Get Canvas Support is better than pasting the following link: https://canvasinfo.unm.edu/support/index.html. Be sure to describe images using alt-text or alt-tags so that students using screen readers can accurately learn about the information being presented.
Make sure there is a transcript or video captions available for audio and video files (Behling, 2017, p. 91). You may add captions to your video content using the Kaltura Media tool in Canvas.
Learn how to extend assignment deadlines in Canvas for an individual student.
General Considerations
Don't overwhelm students with new technologies to learn. Focus on SLOs rather than the tools used to learn them. The idea that students are "digital natives" conversant with any new technology is largely a myth (Margaryan et al. 2011).
Content is more important than production value; do not get caught up in the quality of your videos. Do be sure to use a quality microphone!
Online student success is dependent on self-motivation, more so perhaps than would be necessary in a face-to-face class.
Foster an online teaching presence (Gurley, 2018; King & Arthur, 2012). Consider posting videos of yourself, actively responding to discussion posts, being readily available over email, and hosting virtual office hours. Be sure to provide students with frequent and robust feedback on assignments.
Students have different access to technology. Design the online component of your course for the lowest common denominator.
Plan for technical difficulties. Have policies in place should the technology stop working.
Set clear and consistent communication expectations as to when students should expect feedback or interactions with the instructor.
Expert Tip: Have students complete an online readiness checklist before beginning the course (Jerke & Mosterd, 2017, p. 104).
For more information, resources, and help building your hybrid course, please contact Lisa Montoya, Instructional Media Project Manager for the Anderson School of Management at lhahn01@unm.edu.
This webpage is adapted from an existing resource created by the Center for Innovative Teaching & Learning at the University of South Florida.
University of South Florida. (2022). Best Practices Hybrid Instruction - University of South Florida. Center for Innovative Teaching & Learning. Retrieved May 27, 2022, from https://www.usf.edu/atle/documents/best-practices-hybrid-instruction.pdf
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