Hybrid courses are often understood as a means to address infrastructural concerns like limited classroom space, create more flexible learning and scheduling options for students, and support more interactive learning spaces. In addition, these forms of teaching should be investigated as powerful facilitators of mind-set change that lead faculty to create more student-centered learning experiences in person and online.
Carolyn Thomas and Jennifer Sedell, “Improving Student Learning through Faculty Empathy in a Hybrid Course Community,” Liberal Education. AAC&U, Summer 2018, Vol. 104 No. 3.
Hybrid courses combine web-based instruction and learning tools with face-to-face classroom learning. Beyond their practical advantages, faculty from disciplines throughout campus have discovered that hybridizing not only solves delivery issues; it opens up new ways to bring creative, student-centered teaching to courses. In these videos, UC Davis instructors who have successfully redesigned their traditional courses share their course redesign goals and processes, discoveries along the way, and advice for faculty who are interested in advancing student learning with technology.
The Center for Educational Effectiveness offers support and workshops to faculty interested in hybrid course redesign.