Hybrid Course Development

Niagara College offers over 100 hybrid courses across its programs.

Participants in the Hybrid Teaching course will experience the role of student and teacher in a hybrid/blended learning environment. The course will explore curriculum redesign issues, learning strategies, technology tools, assessment and implementation. An emphasis will be placed on integrating the best features of in-class teaching and on-line instruction to promote active, independent learning. Each participant will be responsible for redesigning a current course, or create one that they would like to teach in a hybrid format in the future. NOTE: This course has a 6 hr/week in-class component plus an additional 6 hr/week on-line component.

Program Modules

  1. Introduction to a Hybrid Learning Environment
  2. Hybrid Redesign Strategies
  3. Tools for Building a Community of Learners
  4. Assessment Strategies
  5. Implementation and Evaluation

Hybrid Teaching Course Learning Outcomes1

Successful graduates of this course will be able to:

  • Define and describe forms of eLearning, including technology enhanced, blended/hybrid and online
  • Effectively use learning technologies (Web 2.0 and learning management system)
  • Develop face-to-face and online course modules suited to the learning outcomes of the course
  • Apply generic and eLearning-specific course redesign strategies
  • Develop and implement effective formative and summative assessment techniques including the use of rubrics
  • Experience a blended course from a learner perspective so as to better create learning experiences that meet the needs of students
  • Apply theories of student learning in an online course environment to create a socially supportive and engaging course design
  • Use Universal Instructional Design principles to minimize barriers to learning
  • Observe fair-dealing requirements and encourage academic integrity

1Adapted from http://www.educause.edu/library/resources/eli-discovery-tool-blended-learning-workshop-guide

Join the Hybrid Teaching and Learning Community of Practice! All faculty are welcome to join this CoP to meet other practitioners, stay connected with new educational and instructional strategies and explore opportunities for growth and sustainability.

What is hybrid/blended learning?

There is not just one definition of blended learning. The term is used in a variety of ways and applied to a wide range of teaching and learning approaches. One definition based on Garrison and Vaughan (2008) states:

Blended learning is the thoughtful fusion of face-to-face and technology mediated learning experiences. The basic principle is that oral and written communication, as well as interaction and engagement with many different types of resources (e.g., audio, video, graphics, simulations, immersive environments, etc.) are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose. Most importantly, blended learning is a fundamental redesign that transforms the structure of, and approach to, teaching and learning. The key assumptions of a blended learning design are:

  • Thoughtful integration of face-to-face and technology mediated learning
  • Fundamentally rethinking the course design to optimize student engagement
  • Restructuring and replacing traditional class contact hours
  • Optimizing technology resources, not adding an additional expensive layer

Why blend?

There are three generally agreed-upon reasons for designing blended courses:

  • to improve learning outcomes (e.g., through alternate pedagogical approaches)
  • to increase access (space and time independence)
  • to make better use of physical resources

Modified version of a page authored by: Peter Tittenberger, Learning Technologies Centre, University of Manitoba. Retrieved on November 16, 2007 from: http://ltc.umanitoba.ca/wiki/index.php?title=BlendedLearning

Key Resources on Effective Practices

Blended Learning Toolkit - a free, open resource for educational institutions interested in developing or expanding their blended learning initiatives.

A Synthesis of Sloan-C Effective Practices - focuses on five pillars of quality in online education: access, learning effectiveness, faculty satisfaction, student satisfaction, and scale.

Teaching Online Pedagogical Repository - a public resource for faculty and instructional designers interested in online and blended teaching strategies.

Blended Course Design: A Synthesis of Best Practices - A qualitative meta-analysis reveals common principles regarding the design process, pedagogical strategies, classroom and online technology utilization, assessment strategies, and course implementation and student readiness.

Garrison, D. R., & Vaughan, N. (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: Jossey-Bass.


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