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[octoprof]

I'm teaching an online course this term. Some of you are tired of hearing about it, I'm sure. It's an upper level required course for accounting majors.

Next semester, I'll teach the same course as a hybrid course. That means we'll have the half the class meetings of the usual live course and heavily use the BlackBoard content (which I've already developed, of course).

The full online course has lecture videos (with corresponding PPT slide files to download if they want), demonstration videos (how to work a problem on each topic or subtopic), short mostly objective online quizzes (one per module), online homework, and one major problem to turn in for detailed grading for each Module (I do not do that in my live class, but created those as a way to see how they are doing and give detailed individual feedback that I have no other way to do for online students -- I do not plan to use those for the hybrid course).

I'm thinking that I'll have the students watch the lecture videos outside of class (as well as do the homework and the quizzes) and the once-per-week live class meeting will be devoted to working problem examples and answering questions (and to exams, when appropriate). Of course, I have demonstration videos up for the full online course, so some of that "working problem examples" is available to them that way, as well.

Any suggestions on what I should do differently, additionally, or less of?

[blackadder]

How many credit hours is the course? I ask because once a week F2F seems like a regular course to me as opposed to a hybrid.

[octoprof]

How many credit hours is the course? I ask because once a week F2F seems like a regular course to me as opposed to a hybrid.

It's a three hour course (everything I teach is 3 hour per week and has been for decades; I forget that others are different). It normally has two 75 minute classes in a week in a traditional live class. Hybrid will have one 75 minute live class in a week.

[polly_mer]

You sound like you are on the right track to me, Octoprof.  I did this with my two hybrid courses in the fall and things worked for the students who accepted the idea of a hybrid course.

The tricky part about hybrids is that some students don't want to accept that both pieces of the course are necessary.  Thus, I had students who were mad because not everything was online and students who were mad because they had no clue how to do some things because they didn't believe that the online part should count.

[octoprof]

You sound like you are on the right track to me, Octoprof.  I did this with my two hybrid courses in the fall and things worked for the students who accepted the idea of a hybrid course.

The tricky part about hybrids is that some students don't want to accept that both pieces of the course are necessary.  Thus, I had students who were mad because not everything was online and students who were mad because they had no clue how to do some things because they didn't believe that the online part should count.

Perhaps we need a thread just on that!  "How to get hybrid course students to do the half of the course they do not prefer..."

My online students seem to finally get that the online stuff is required because there is no non-online stuff (except for exams, which are given in the traditional fashion, more or less, on a date defined in the syllabus but at a testing center at the time of the student's choosing).

I'll have two hybrid courses in the fall. The hybrid version of the course I'm teaching full-online this term, plus a hybrid section of a different (sophomore level intro) course, which I will also teach another section of as full online, simultaneously.

Since I've proven I can build a quality online course, I'm now the go-to cephalopod for putting courses online or partially online and freeing up much needed classroom space. I'm not complaining, though.

[bone_gal]

This is my favorite list of questions to answer/think about when designing a hybrid course. It is hard to get both parts of the course to work together as an integrated class, and it is also hard to have only one class' worth of work.

http://www4.uwm.edu/ltc/hybrid/faculty_resources/questions.cfm