Fostering Excellence in Hybrid Teaching and Learning For Teaching, Learning and Curriculum Day, October 24 th, 2011 by Mary Trant and Lisette Boily

Introduction What is ‘Hybrid’ ? (and) What is it not…?

‘Hybrid’ is… The optimum combination of in-class (face to face) and online teaching within the same subject/course for a “seamless balance” between the two.

What ‘Hybrid’ is not… “Web-enhanced” teaching ▫Hybrid teaching does include web/online/internet/digital components--but at a greater, deeper and more balanced (and certainly very carefully organized) level.

What ‘Hybrid’ is not… “Online” or Distance Teaching  Hybrid teaching does include online teaching and learning components-- but the focus is on the balance between the online and in-class (face to face) components.

Benefits of Hybrid Teaching and Learning Achieving a “seamless balance” between your in-class (face to face) and online components means re-assessing your subject learning outcomes, content, assessments, etc. (it’s all good!)

Hybrid Benefits, cont’d What are our subject learning outcomes? Why do we teach what we do--and when? Why do we assign certain types of assessments? Which teaching, learning and assessment choices and tools would work best for students? How does it all ‘fit together’?

Some Hybrid (Blended) Research Findings Sana, F., Fenesi, B., Kim, J. A. (2011). A Case Study of the Introductory Psychology Blended Learning Model at McMaster University. The Canadian Journal for the Scholarship of Teaching and Learning, 2(1). Retrieved from:

What the Research says about Hybrid… “…a mix of pedagogical approaches will result in an optimal learning environment, irrespective of any use of technology…. …Blended [or Hybrid] learning can be used to promote learning as a continuous process by applying multiple and flexible delivery methods that take place over time rather than at a specific occurrence… …web-based learning modules can provide a learner with background information, which generally precedes and directs classroom meetings” (Sana and Kim, 2011).

What the Research says about Hybrid… “This shift allows a refocus of face-to-face instructional time from a traditional lecture to a more active colloquium to include elaboration and discussion of information, demonstrations, and application through group activities…” “ …Together, in-class and online resources can be used to promote active and collaborative learning (formally and informally) that is crucial for concept comprehension and application outside of the classroom” (Sana and Kim, 2011).

Hybrid Development Essentials Gain your Chair’s approval to proceed Follow your subject’s learning outcomes Map your Hybrid curriculum before delivering your hybrid subject ▫(using an organized curriculum mapping tool = group work today)

The ADDIE Model Analyse Design Develop Implement (Deliver) Evaluate

Group Work Curriculum Mapping Activity ▫what are your subject’s learning outcomes? ▫what is your subject’s content (aka ‘lessons’):  what goes in-class (face to face time)  what goes online?  What teaching techniques and tools will you use? ▫how do you build interaction and community (both in-class and online)? ▫what assessments / evaluation will you use?  What assessment techniques and tools will you use?

Post-Group Work Discussion Discoveries? Trouble spots? Resources needed (if you wish to pursue Hybrid teaching)? Next steps (if you wish to pursue Hybrid teaching)?

Hybrid Resources at Seneca Hybrid Model Development Guide ▫ Hybrid Teaching and Learning Org. Site ▫ The Centre for Academic Excellence

Resources: Ensuring Hybrid Quality Educause on Blended or Hybrid Learning Moore, Janet. C. (2005). The Sloan Consortium Quality Framework and the Five Pillars. Retrieved from: Seneca Hybrid Model Development Guide: References Sloan Consortium on Blended Learning

Resources: Benefits of Hybrid Albrecht, B. (2006, June 6). Enriching Student Experience Through Blended Learning. Educause Research Bulletin, (12). Retrieved from: Educause on Blended or Hybrid Learning Sloan Consortium on Blended Learning Sana, F., Fenesi, B., Kim, J. A. (2011). A Case Study of the Introductory Psychology Blended Learning Model at McMaster University. The Canadian Journal for the Scholarship of Teaching and Learning, 2(1). Retrieved from:

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