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On Campus and Online (HYBRD)

Also known as HYBRID

HYBRD:  Hybrid (also called Blended) course.  A course that combines on-campus instruction with online (synchronous and/or asynchronous) learning activities.

  • 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.

students meet on campus and online

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).

Designing a Hybrid Course Heading link

The following are recommendations to help you design a student-centered, engaging hybrid course:

  • 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.

Course Design and Accessibility Resources Heading link

Considerations for Hybrid Courses Heading link

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?


  • 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.

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.


  • 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

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.


  • 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

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.

You can add the following message to your syllabus and pre-class messages and announcements.

Online Synchronous Teaching Resources Heading link

Tutorials and Online Courses Heading link