On Campus and Online (HYBRD)
Also known as HYBRID
Hybrid [HYBRD] Heading link
HYBRD: Hybrid (also called Blended) course. A course that combines on-campus instruction with online (synchronous and/or asynchronous) learning activities.
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- On campus and online synchronous course components are organized around scheduled meeting days and times listed on the UIC schedule of classes.
- Assignment of a day and time, but not a location, in the UIC schedule of classes indicates that a course or section of a course takes place online synchronously.
- Assignment of a building/room number, in addition to the day and time, in the UIC schedule of classes indicates that a course or section of a course takes place entirely on campus.
- Any class sessions shown as “arranged” indicates associated coursework will be done online asynchronously.
What percentage of a hybrid course occurs on campus vs. online is up to the instructor in consultation with their department. Instructors need to clarify the scheduling of all course components, including lectures, discussions, secondary sections led by teaching assistants, exams, office hours, and review sessions in their syllabi. Online synchronous sessions will require students to join class remotely and in real time utilizing video conferencing technologies such as Blackboard Collaborate or Zoom.
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In hybrid classes students meet on campus AND online.
Educational technology is used to supplant some portion of on campus instruction. This may include Blackboard and other digital tools for class activities, communications, and assignments completed asynchronously. Instructors may choose to either live stream on-campus classes or video record on-campus and online synchronous classes to facilitate access for students who are excused from attending class (check with instructor regarding course policy).
Examples of courses offered in a hybrid format Heading link
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Examples of courses offered in a hybrid format
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- If an on campus version of a course meets in a classroom three times per week, a hybrid version might use online synchronous sessions or asynchronous interactions and activities to replace one or two of the weekly classroom sessions.
- A hybrid course may require laboratory, studio, or performance-based class activities to take place on campus but offer associated lectures and discussion sections online.
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- A hybrid course may take place entirely online except for exams, the days and times of which would be posted in the syllabus.
- Some hybrid courses may take place on campus but offer a mix of secondary sections led by TAs in either a fully online or an on campus format.
NOTE: this is not an exhaustive list of hybrid course formats. To meet specific needs and extenuating circumstances, academic departments may create unique Hybrid teaching scenarios that look and function differently than the hybrid scenarios listed above.
Designing a Hybrid Course Heading link
The following are recommendations to help you design a student-centered, engaging hybrid course:
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- Schedule an instructional design consultation to begin mapping your course including learning objectives, assessments, learning activities, and instruction.
- Utilize a course map to help guide your course design using backward design principles.
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- Request a course template be copied into your course to a start on your course site at Blackboard Learn – Course Site Template.
Course Design and Accessibility Resources Heading link
Considerations for Hybrid Courses Heading link
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Course Design:
- How will I design learning activities that leverage the pedagogical affordances of online or face-to-face learning modalities? Consider what kinds of interactions work best face-to-face, and what is more effective online.
- How will I integrate online and face-to-face course elements to create a cohesive learning experience?
- How will I create a hybrid course schedule that is of appropriate rigor and workload?
Communication:
- How can I help ensure learner success in what is likely a new learning modality? An effective hybrid learning experience begins by providing students with a clear statement of what is expected from them in their learning. One way to do so is to include a syllabus statement outlining work expectations, technical requirements, attendance policy, etc.
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Interaction and Engagement:
- How will I facilitate interaction and engagement in both modalities of my course? Engagement includes students’ interactions with course content, with the instructor, and with each other. This can be one of the most challenging aspects of designing a hybrid course as you must foster interaction and engagement in both face-to-face and online learning environments.
Technology:
- Selecting EdTech tool(s) for online synchronous sessions/asynchronous interactions:
- What EdTech tool will I use to host online synchronous sessions (if applicable)?
- Which EdTech tools will I implement to facilitate the assessments and assignments I plan to include in this course? Training or preparation may be needed to effectively implement EdTech in your asynchronous course.
EdTech Tools for Hosting Online Synchronous Sessions Heading link
EdTech Tools for Hosting Online Synchronous Sessions
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Below are UIC supported EdTech tools that are recommended for creating active learning experiences during your online synchronous sessions.
- Blackboard Collaborate – use whiteboards and polling, plus syncs with Blackboard attendance and groups.
- Acadly with Zoom Integration – create pre-class and in-class activities (discussions, polls, quizzes, and resources) as well as take attendance online and export the attendance.
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- Zoom – use whiteboards, polling, and breakout rooms, plus attendance reports can be exported.
Want to determine whether Blackboard Collaborate or Zoom is right for your course, then read the following support article — Should I use Blackboard Collaborate or Zoom?
Pre-Class Communication to Students Heading link
Pre-Class Communication to Students
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There are several elements of synchronous online courses that you will want to communicate to your students before the start of the term, including the learning environment, time management, and course workload.
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You can add the following message to your syllabus and pre-class messages and announcements.
To Students: Heading link
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To Students:
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You need to plan ahead and identify an environment with minimal distractions that is conducive to listening, participating, and actively engaging in the synchronous online class sessions. No classroom spaces will be available on campus for class participation, although some study spaces in the library and other designated areas may be available on a limited basis.
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Joining an online synchronous class session while on public transportation, at work, or in a crowded off-campus environment is not appropriate and could be detrimental to learning and disruptive to the class itself.