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Intentional Design Matters
Planning is key when designing a Hybrid course. Decisions about whether class time will focus on lectures, student-centered discussions, applied learning, or collaborative work directly influence both your course structure and the hybrid model you select.
When redesigning your course for Hybrid delivery, scaffold the transition rather than converting everything at once. Begin by identifying a specific class session that can be effectively transferred to the online portion of the course. From there, align learning outcomes, activities, and assessments.
Your course syllabus should clearly communicate expectations for:
- Synchronous participation
- Asynchronous engagement
- Technology requirements
- Communication norms
- Assignment timelines
Clarity ensures students understand how in-person and online components work together as one cohesive learning experience.
Below are common course structure models that can be used in a Hybrid format.
Instructional Design Approaches
Online Lecture Driver
Structure:
Lectures are delivered online (e.g., micro-lectures in Brightspace), and active learning occurs during face-to-face sessions.Instructors may create short recorded lectures using Panopto or other media platforms and embed them in Brightspace. While lecturing remains an important method for delivering content, recording lectures allows class time to focus on deeper engagement.
In-Class Active Learning May Include:
- Student-led discussions
- Case studies
- Problem-solving activities
- Reflection exercises
- Community-building conversations
This approach resembles a flipped structure where content delivery happens online and application happens in class.
Face-to-Face Lecture Driver
Structure:
The instructor lectures and facilitates discussion during face-to-face sessions. Online components in Brightspace extend and deepen learning.
Students complete online assignments connected to in-class learning. These assignments are often collaborative and may use asynchronous discussion forums, group tools, or other Brightspace features to facilitate interaction.
Active Learning May Occur:
- During class (discussion, case analysis, reflection)
- After class (collaborative discussions, applied tasks, project extensions)
This model maintains traditional lecture delivery while enhancing engagement through structured online collaboration.
Structure:
- Pre-lab materials and activities are provided in Brightspace
- Hands-on components occur either face-to-face or virtually
Classes often begin synchronously with demonstrations or conceptual discussions. Students then transition to asynchronous time to complete practical components individually or in groups. The session concludes with a synchronous debrief, feedback, and reflection.
This model works well for courses with longer lab periods or project-based studio work.
Structure:
- Students prepare online in Brightspace (video lectures, activities, readings)
- Students attend lab sessions for hands-on application
- Brightspace tools may be used afterward for assessment
In some cases, face-to-face labs may be replaced or supplemented with virtual/online lab experiences.
This model provides a consistent rhythm: prepare online → apply in lab → reflect and assess digitally
Structure:
In this structure, case studies drive class discussion and application. Cases are typically grounded in real-world practice—real companies, real data, real challenges.
Instructors may:
- Deliver theoretical concepts online in Brightspace (videos, readings)
- Use case studies during face-to-face sessions for applied discussion
This model intentionally connects theory and practice in a structured way.
Structure:
- Students explore real-world problems independently or in teams online
- Faculty schedule regular check-ins
- Face-to-face sessions are used for project debriefing, peer critique, mentorship, and progress updates along with other learning activities
It promotes:
- Authentic problem-solving
- Collaboration
- Reflection
- Applied learning