One of our first tasks is to decide what we mean by "hybrid course."

A Starting Point

One definition of a hybrid course might be any course that blends face-to-face, in-class sessions with Web-based activities or virtual classes.

A hierarchy of hybrid courses might look something like: (maybe we should try to name these levels with some fun, funky names that really capture the spirit of each level?)

• At the lowest level of "hybridity," all in-class sessions would be maintained and course support materials (syllabus, class notes, PowerPoint slides, description of class assignments) would be available on the Web. At this level, most instructors with materials on the Web would also pass out paper copies in the classroom. The instructor might give his/her e-mail address to students. (The ratio of in-class to on-line would be 99-1.) [Perhaps this is not even a real hybrid course -- just an evolutionary precedent?]
• At the next highest level, the Web would be used for dynamic, interactive activities. Examples would include use of a Web-based class discussion system (e-mail distribution list or asynchronous discussion forums) to supplement the in-class sessions, or an occasional Web-based assignment. A common beginning place is to require students to do Web research.
• Next level: a living Web site for the course. "Living" means the Web site changes continually (daily or weekly) and serves as a home base for the course. The course Web site might include things like a gallery of student work, presentations of student group projects, discussion forums, an occasional or full set of Web-based class activities/assignments. The institution: At this level, the institution should start to see efficiency improvements in areas such as reduced phone calls, printing and duplication.
• Next level: occasional "virtual classes" where in-class, face-to-face meetings are replaced with Web-based, usually asynchronous class sessions. This is an important step in the developmental process of both students and faculty -- this is the step that is often missing in the transition from face-to-face to on-line learning. Practice at this level is invaluable and should not be shortchanged. The institution: At this level the institution should start to see personnel improvements in the form of faculty development and instructional efficiency improvements as students learn how to learn on-line.
• Next level: Serious experiments that use more virtual classes. For example, a class might "go virtual for two weeks" or have a regularly scheduled virtual class every two weeks. This step starts to give students and instructors a feel for what the right balance between face-to-face and virtual classes might be. The right ratio will vary from course topic to course topic and even from instructor to instructor. The institution: At this level, students who never seriously considered taking Web-based courses will start to see the possibility. Eventually, as a result of courses operating at this level, the institution should see increases in students taking distance learning classes and some reduction of attrition in Web-based courses since more students come to Web-based courses with some on-line learning experience.
• Highest level: Courses that are designed, based on research/experimentation/testing/development, with a ratio of face-to-face and virtual sessions anywhere between 20%-80% and 80%-20%. For example, classes might be designed, scheduled and advertised to meet in person on Tuesdays and virtually on Thursdays. The institution: At this level, the institution should start to see efficiency improvements in areas such as space utilization (and maybe even reduced need for office space?).