2. Decide when to choose a face-to-face or online format.
Once we have determined what instructional activities should be implemented to promote student learning, we can determine which format will best accommodate those activities. Below is a suggested list of online and face-to-face activities with brief explanations & examples (Caulfield, 2011).
Some activities such as discussions can be completed either online or in-person. However, these activities function differently in each model. Online discussions usually lasts from several days to weeks, giving the students more time to think and reflect, while face-to-face discussions may occur within minutes or hours. Online discussion provides the participants with more flexibility in terms of time and place, while they have to gather in class to discuss simultaneously in the face-to-face setting. Online discussions may increase the sense of distance, while meeting face-to-face discussions reduce it. How an activity is undertaken should then be dependent on what objectives the instructor wants to achieve.
3. Create continuity between the classroom and the computer.
After you have determined which activities will be conducted online or face-to-face, ensure each segment complements the other. For instance, before an online class, use part of the in-class session to introduce the online interface and tools that will be used, so that the students can move easily to the online environment. To create continuity throughout his course, Bill Sadera at Towson uses the same administration strategies for both online and in-class course sessions. Regardless of the course segment, Dr. Sadera’s students submit all assignments online and use online discussion boards to get to know each other, discuss assignments, and respond to questions. Early on students have opportunities to locate and use these online tools while they are still meeting regularly with their professor. These tools are built into the structure of the class as a whole.
Claudia Carlson at Towson meets with her class face-to-face on the first day to acquaint the students to course materials, online technologies, and each other. Throughout the semester she ensures that she meets in-person with students to provide feedback as students practice new skills or to help prepare for important exams and assignments.
4. Communicate clearly.
More than in face-to-face classes, any online classes must include clear and accurate expectations, instructions, due dates and logistical information (such as, how assignments will be handed in). The impact of inaccuracies and misunderstandings are amplified in an online environment where there are delays between communications.
State all policies involving communication, participation and logistics in the syllabus and enforce them consistently. Each of the professors interviewed chose one or more methods for broadcasting information to students once the course was in motion (e.g. reminders, changes, clarifications) and informed the students to check for messages in specific places. Typically, these faculty members required students to check e-mail, online course announcements and/or a designated question and answer discussion board (sometimes called a café) at specific times. Tip: Require students to post course questions that affect all participants (such as confusing content or assignment instructions) in a discussion board. If they e-mail you instead, respond and remind them to post their question in the proper place. Allowing students to post anonymously in these Q & A areas permits self-conscious students to ask questions freely.
Illustrate your expectations for student performance with examples or models to reduce confusion.
To eliminate navigation problems, consider conducting a class dress rehearsal and follow your own directions for accessing your online class materials before your students use them. Ensure that materials are where they should be, in the order needed, clearly labeled and that all links and multimedia work. Recheck materials before each online session and again, have a back-up plan. Tip: Before loading anything into your course site, determine your course schedule, modes of communication, methods for handing in assignments and choose consistent, logical locations within the course site to place and order online components. Develop all materials offline and load materials into your course site as a final step.
5. Resist the urge to overload the class.
Faculty can inadvertently pile on the work in blended and online classes. However, without the usual model (lecture, activities, discussion, etc.), how do you determine how much is just the right amount of work for your online sessions? Look to your in-class models for help. Calculate the amount of time you require your students to work on task in your face-to-face classes and to do their homework. Use the results as a guide to determine appropriate amounts of online work.
6. Get started and improve as you go.
Just as you would with any new teaching technique, space out your first few online assignments in order to get evaluative feedback from your students on the first activity before starting the next one.
In blended courses, students can benefit from unique opportunities to practice new skills and then return to you to guide them through reflections on their learning. In the same way, the feedback you elicit from students on their experience as online learners that can further enhance your teaching in and out of the classroom.
Surveys, questionnaires, and spontaneous conversation with your students can provide insights and inspiration for the enhancement of your course.
Thanks and References
Sincere thanks to Ms. Claudia Carlson, Ms. Martha McCoy, and Dr. Bill Sadera, who work as faculty members at Towson University and contributed their insights on hybrid course design.
Office of Academic Innovation