Traditional face-to-face classes and online classes both have strengths and weaknesses. Classes that use the best characteristics of both are known as "hybrid" or "blended" classes.

A Hybrid Class is composed of a certain percentage of face-to-face time and a certain percentage of online interactions.

• Many of today's college hybrid classes are composed of a high percentage of online interactions.
   
• Public school hybrid classes should have a high percentage of face-to-face time.

Public schools with a 1-To-1 Laptop Environment should have a goal of converting traditional classes into hybrid classes.

The actual educational value of hybrid classes in public schools is giving students "experience" with this learning environment so they will have a better understanding of the environment later in school and the working world.

Students, and teachers, should be introduced to this environment slowly − allowing them to adjust to a radically new way of doing things.

Most high school hybrid classes should be no more than 25% online. Middle school hybrid classes should be closer to 10% online.

 

Five ways to help teachers better connect their online work with face-to-face teaching:

 

1. Start small and work backward from your final goals.

• Converting a traditional class into a hybrid class is an incremental process.

  Don't include too many new activities at first. Start small and build one step at a time.

• Experiment and learn as you go.
• Keep technology simple in order to avoid turning the class into a support nightmare.
• As you significantly increase the need for teacher feedback, you also increase your own work load. Don't burn yourself out!

 

2. Focus on design, not technology.

• Critically re-examine your class goals and objectives and consider how they can best be achieved in the hybrid class environment.
• Develop new learning activities that capitalize on the strengths of the online and face-to-face learning environments.
• Avoid the common tendency to cover too much material and include too many activities in the redesigned class.
• Don't overload the class.

  Online activities take longer and are less efficient than you think.

• Focus on the integration of the online and face-to-face components − connecting what occurs in class with what is studied online is critical.

 

3. Manage your students' expectations.

• Explain the hybrid class format and assignments clearly and repeatedly.
• Be sure students understand that computers will not be used for EVERYTHING. There will be days computers are not used at all.
• Make sure that students understand the connection between the work in the face-to-face environment and in the online environment.
• Draw your students' attention to special technical needs, or particular assignments that may require additional resources.

  Public school students should NOT be expected to complete ALL online work without face-to-face teacher support.

  Teachers should provide "Scaffolded" support − giving students more or less support, based on students' individual needs.

• Make all assignments and other class expectations as explicit as possible, right from the start. In particular, make sure that the schedule of in-class and online work is clear to the students, and that due dates are stated explicitly, BOTH in the Virtual Learning Environment (like Moodle) and face-to-face.
• Identify and develop plans, materials, and activities to help students with the technology and time management challenges they may encounter.

 

4. Prepare for anticipated problems.

• Use simple technologies to reduce risk and complications. Your hybrid class is NOT successful if you need help from the technology director every day!

  When students walk into your classroom, the technology MUST WORK! Instructional time CANNOT be lost while you "tinker" with the technology!

• Provide time management tips for students.
• Be very clear about what students are expected to do, and how grades are earned.
• Prepare help sheets, either online or as paper handouts, for special computer applications used in your class.

  Don't under estimate your students. They will probably know more than you think! For most computer applications, if the "settings" are correct, your digital native students will make it work!

• Develop a plan for students that don't have an Internet connection at home. This is a MUST for public schools.

  There are two simple options. (1) A Webpage can be saved in "Web Archive" format on the student computer. (2) From the "print" option, most browsers provide a PDF option. At this point, the Webpage can be "saved" as a PDF file on the student computer.

  
• Develop a plan for conducting class activities when technology fails. For example, what will you do if the "Network" unexpectedly goes down? (IT WILL HAPPEN!)

  This may be the best argument for building curriculum on the teacher's computer FIRST − then uploading it to the Internet. If the curriculum is built inside the Virtual Learning Environment (like Moodle), even the teacher can't access it when there is a network problem!

 

5. The little things count!

• Things will occasionally go wrong. Be flexible about making adjustments where needed.
• Ask for feedback from your students, often, and take their responses seriously.
• Don't schedule your class too tightly. There will always be some "slippage" − leave room for adjustments.
• Stay current!

  Set aside time to focus on the online class components, including reading student postings and assignments.

• Use the Course Management System (like Moodle) to get organized and stay organized.
• Keep the class calendar and assignment due-dates current.

external link....

Blended Learning: The Convergence of Online and Face-to-Face Education

A National Primer on K-12 Online Learning

Evaluation of Evidence-Based Practices in Online Learning