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Welcome to the Hybrid Teaching section of our website! This section will provide tips and resources to help you adopt a hybrid teaching model.
What is a Hybrid/Blended Course?
A hybrid/blended course is a course in which a majority (more than 50 percent but less than 85 percent), of the planned instruction, occurs when the students and instructor(s) are not in the same place. A standard hybrid class at UTRGV is structured so 50% of the instruction is face-to-face and 50% of instruction is online.
The models below illustrate common approaches faculty may use when designing a hybrid course. Each model differs in how in-person and online components are integrated, how interaction occurs, and how learning activities are structured.
When selecting a hybrid model, consider:
- What learning outcomes require face-to-face interaction?
- What content can be effectively delivered online?
- How will students engage with both environments?
- What level of synchronous interaction is needed?
Hybrid Models
Simulcast Lecture
Seat Time:
- 33% in-person, remaining 66% online
- 50% in-person, remaining 50% online
In this model, there is simultaneous delivery of course content and activities to in-person and synchronous groups. This model is closer to traditional teaching styles. Faculty teach the same lesson only once. The instructor will not teach separate sessions for physically present students and remote students but can record the class session for students who need to be absent. Support online includes homework, quizzes, assignments, but also discussions, wikis, blogs, journals that are housed in Blackboard.
Engagement: it should be simultaneous meaning faculty are interacting and engaging with both in-person and online groups at the same time. It is recommended that all students, including in-person students, are logged into zoom to maximize engagement between the two groups. A teaching assistant would be helpful in this model because this requires constantly managing the online class space while managing the F2F class space. However, faculty can also assign a couple of students to help manage certain aspects of the class such as questions in the zoom chat.
Challenges: Manage in-person and online spaces simultaneously, so designing activities that provide interactive components and engagement with the online group is recommended. Unmute microphones when using Zoom in the F2F classroom might create feedback echo.
Flipped Classroom
Seat Time:
- 33% in-person, remaining 66% online
- 50% in-person, remaining 50% online
In this model, all students in the class will have asynchronous delivery of pre-class content (micro-lectures (prerecorded lessons), videos, readings, podcasts, etc.) and then simultaneous delivery of interactive/application activities to in-person and synchronous groups. Faculty need to prepare pre-class content prior to synchronous class sessions by organizing weekly content in Blackboard. For synchronous sessions, prepare interactive and authentic activities such as problem-solving, concept mapping, case analysis, simulations, writing, designing, etc.
Engagement: Simultaneous activities with both groups (example: groups work together on activity through Zoom; can have teams of in-person and online students in breakout room). Faculty can interact with both groups to check on application & knowledge comprehension. It is recommended that all students, including in-person students, are logged into Zoom to maximize engagement between the two groups. A teaching assistant would be helpful in this model because this requires constantly managing the online class space while managing the F2F class space. However, faculty can also assign a couple of students to help manage certain aspects of the class such as questions in the Zoom chat.
Challenges: Requires preparation and organization of pre-class content, must connect pre-class content to synchronous activities. Manage in-person and online spaces simultaneously, so designing activities that provide interactive components and engagement with the online group is recommended. Unmute microphones when using Zoom in the F2F classroom might create feedback echo.
Flipped Classroom
Seat Time:
- 33% in-person, remaining 66% online
- 50% in-person, remaining 50% online
In this model, all students in the class will have asynchronous delivery of pre-class content then in-person delivery of interactive application activities to only 33% or 50% of students each class period. The remaining students complete online activities when it’s not their day to meet in person. Faculty need to prepare pre-class content prior to synchronous class sessions by organizing weekly content in Blackboard. For synchronous sessions, prepare interactive and authentic activities such as problem-solving, concept mapping, case analysis, simulations, writing, designing, etc. For in-person sessions, prepare interactive and authentic activities such as problem-solving, concept mapping, case analysis, simulations, writing, designing, etc. For online activities, prepare engagement with content through flexible discussions, collaborative annotations, etc.
Engagement: Interactive application activities with in-person groups. Faculty can interact with in-person groups to check on application & knowledge comprehension.
Challenges: Requires preparation & organization of pre-class content, must connect pre-class content to in-person and online activities.