Hybrid Course Conversion Worksheet
By Stephanie Delaney
Hybrid teaching is a blend of traditional, face-to-face education with an alternate
format – usually online learning. In the hybrid course, some face–to-face time is
replaced with time apart.
The challenging question in preparing a hybrid course is determining how much time to
spend in the classroom and how much time to spend apart. This model proposes that
you make that decision based on a study of the course objectives. By reviewing the
course objectives and determining how to best meet those objectives, you will come
naturally to the ideal breakdown of together time and away time.
Of course, in real life, this is not a decision that most of us have the freedom to make.
Rather, courses are converted to a hybrid model for administrative reasons having little
to do with pedagogy and the hybrid instructor is told when the class will meet in person
and when they will be apart. Thus, the even greater challenge is to make the best use
of the time you have in both formats.
The other challenge is how to join the two halves and make them whole. If students
are not convinced that both parts of the class are equally important, the “unimportant”
part will be a disaster.
Step 1: What are the course objectives? The first step in redesigning a course is to
review what the course objectives or goals are.
Step 1a: What activities you are currently using to insure that the students are learning
the information in the objectives? This may include homework assignments, quizzes and
testing, group projects, lecture, etc.
Step 1b: After determining the objectives and how you are currently meeting them,
think about how well the activity is working. Are you satisfied with that activity? Rate
your satisfaction on a scale of 1 - 5.
Course Objective
How is the objective being met?
How well
is that
working
(scale 1-5)
Step 1c. Transfer each objective to one of the grids on the following pages and, in the
space indicated, transfer the methods that ranked with at least 4 or 5.
Activities that work well online
• Discussions.
• Case studies.
• Tutorials.
• Self-testing exercises.
• Essay writing.
• Simulations.
• Online group collaboration.
• Independent project work and peer collaboration.
• Information transfer (lecture).
Activities that work well in the
classroom.
• Lecture
• Discussion
• Presentations /speeches
• Lab activities
• Group collaboration
• Testing
Step 2: For each objective, consider the ways you are currently meeting the objective
and brainstorm additional methods.
• Keep in mind different learning styles
• Include things you’ve been meaning to do but have not gotten around to.
Step 2a. After compiling your list, think about how long each task will take and add that
information to the chart
Step 2b. Will the activity work better in the classroom, outside of the classroom or both?
Example:
1
Objective: Identify and understand key terms & concepts related to this
course
Time
Time
Description
Ideal ways of
meeting objective
Together
Weekly quizzes
Question of the day
45 min
15 min
Key Terms in weekly homework
Class discussion
Apart
1 hour
1 hour
2 hours
Course Objective Worksheet
1
Objective:
Time
Together
Time
Apart
Time
Together
Time
Apart
Time
Together
Time
Apart
Ideal ways of
meeting objective
Description
2
Objective:
Ideal ways of
meeting objective
Description
3
Objective:
Ideal ways of
meeting objective
Description
4
Objective:
Time
Together
Time
Apart
Time
Together
Time
Apart
Time
Together
Time
Apart
Ideal ways of
meeting objective
Description
5
Objective:
Ideal ways of
meeting objective
Description
6
Objective:
Ideal ways of
meeting
objective
Description
Step 3: Determine which activities you will use to meet the objectives and how much
time they will take:
Course Objective
How will you meet the objective?
Time
Together
Time
Apart
Total Time in class_______________ Total Time apart__________________
Step 3a: Determine when you will meet.
Step 4: How will you integrate the Together and Apart portions of the class? This is the
most difficult part. Students must be convinced that both parts of the class are equally
important.
This must be reflected in your grading policies and in your class structure.
Ideas:
• Have the students research positions on a discussion question in small groups
online and then bring their observations to the classroom to launch a whole
group discussion.
• Have online groups lead a face to face class
• Have students make in class reports on out of class activities, noting how those
activities are tied to what they are learning
• Start class with an instructor summary of the previous days online or apart
activities