Hybrid

Graeme Webb teaches communications courses for students in the Faculty of Applied Science. The School of Engineering is piloting the hybrid delivery mode. To allow opportunities to compare and contrast, roughly half the sections for APSC 176, Engineering Communication, are hybrid and the other sections are in person. For the hybrid courses, 1/3 is online and 2/3 is in person. The class meets together in person twice a week for approximately 50 minutes, less time than those that are enrolled in the in-person mode, and the rest of the class time is expected to be completed remotely.

For Graeme, intentionality and thoughtfulness are key when using technology for learning. For content delivery using video, for example, he suggests limiting the length to maximize attention span. The sweet spot for his students is 13-15 minutes. Graeme also recommends instructors focus on authenticity in the videos – reveal yourself as a person in the content.

For community building, Graeme emphasizes offering students more than one way of building community – whether it be in a discussion forum, an online platform such as discord (optional for students), or BC hosted Mattermost.  Offer in person community building opportunities as well through tailored in-class activities. For communication, Canvas announcements work well.  Though verbally reminding students about key points when they are in class is also good practice. Lastly, take the time to develop a clear, accessible, and intuitively designed home page in Canvas.

In APSC 176, assessment was mainly accomplished in Canvas using assignments and low-stakes, knowledge check-ins. Graeme practices Universal Design for Learning by allowing for multiple forms of expression in assignments.

Graeme’s Advice

• Hybrid learning is an investment. It will take several iterations to get the mix right between online and in person but it is worth it. Learners benefit and it gets easier for the professor over time.
• The hybrid design doesn’t have to be perfect. Perfection is the enemy of good – especially when developing a hybrid course for the first time.
• Take the opportunity to reflect after each semester of teaching hybrid and acknowledge what worked and didn’t work. Adjust for the next offering.
• Hybrid learning requires a reconceptualization of the course design. An in-person course should be redesigned with this reconceptualization in mind to create a successful hybrid course design.
• Use technology to enhance learning – not as a crutch or to detract from it.

Communication

In hybrid learning it is important to be clear about the delivery mode schedule – whether a certain date is in person or whether it is online. As a tool to add to this clarity, the professor should make full use of Canvas calendar – descriptive resources showing how to use this feature are listed below.

Assessment

Canvas is also useful for building community in class and facilitating learning in a variety of ways. Assignments and quizzes can help assess knowledge and Canvas also allows for social learning (Group Assignments) and co creation.

Resources

Teaching with Canvas (ubc.ca)

How do I use the Calendar as an instructor? – Instructure Community – 917 (canvaslms.com)

How do I subscribe to the Calendar feed using Google. – Instructure Community – 640 (canvaslms.com)

How do I subscribe to the Calendar feed using Outl… – Instructure Community – 1006 (canvaslms.com)

Ten questions to ask when designing a blended course | Centre for Teaching Excellence (uwaterloo.ca)

Key Effective Practices in Hybrid & Blended Courses, University of Guelph.

Delivery and Engagement Modes for Each Course Element, University of Guelph

Hybrid Learning Design Tool CC University of Ottawa (Excel file from University of Ottawa)

Navigating The Challenges of Hybrid Learning – Contact North

A revised version of the Course Delivery Decision Model with an interactive interface from McMaster University (CC-BY-SA 3.0) is also available online.

Blended Learning – A Short Guide (concordia.ca) Includes four blended learning course models.

References

Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171.

Garrison, D. R. & Vaughn, D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. John Wiley & Sons. San Francisco, CA