In this presentation, I try to make the case for using the term hybrid rather than blended or flipped to describe the combination of online learning with classroom instruction, especially as it applies to large lecture classes in higher education. I present a very simple model for thinking about how to achieve balance in a hybrid course, briefly describe my experiences in hybrid course development, provide some specific examples, and offer some suggestions for making the most of a hybrid course.

1. Finding balance in blended learning:
Reflections on teaching large lecture
courses in the hybrid format
Philip A. Thompsen, Ph.D.
Department of Communication Studies
West Chester University of Pennsylvania

2. Preview
Why hybrid?
A model for balance
A few examples
A few suggestions

3. Blended?
Hybrid?
Flipped?

4. Blended?

5. Flipped?

6. Hybrid?

7. Hybrid?
Classroom Instruction
Online Learning

9. Classroom
Lectures
Clickers
Exams
Online
Video Modules
Quizzes
Outside
Textbook
Projects

10. A brief sample video clip

11. Online Learning Modules
feature a series of short videos

12. Each video is
presented on a
separate page
with questions.
As with clicker
questions in a
lecture hall,
students respond
after each video
in the sequence.

13. Disciplined Asynchronous Delivery
Students have a clearly defined time for
completing an online learning module
(typically a week) but they may do it as many
times as they wish while it’s available.

14. Build content that is
Short videos are better
Be sensitive to audio
Devote class time to
A
few
sugges�ons

15. Continue the conversation?
Philip A. Thompsen, Ph.D.
email: pthompsen@wcupa.edu
web: communication.wcupa.edu
blog: drthompsen.com
twitter: pthompsen