What the H-----?: The Jungle that is Hybrid at YC

MOULION:  Hybrid mouse and lion (in tennis shoes)

     "But this isn't what I signed up for!"
     "I don't understand... how does this class work?"
     "But this doesn't work like my other hybrid class worked."

     Hybrid.  The best of both worlds.  At least that's what the research says.  Students get the advantage of a teacher, and also flexibility of time and the marvel of technology.  So what's the problem?
     The problem is that no one around here seems to know--or agree--on what a "hybrid" class is.  In a way, the moniker has become a license to throw together any combination of face-to-face and online instructional modes.  So what?  What's the downside?
     In a word--CONFUSION.  For students, faculty and staff.  When a "hybrid" class is entered into the system, it shows up in the schedule as "classroom and web."  Banner (at least the version we have) seems unable to articulate the requirements much beyond this.
    And while there are certainly technological and communication issues, the big issue is that students have little idea, at least when they sign up, what is expected of them.  And they will naturally carry over their experiences in one "hybrid" class to another.
     For example:  If I have a "hybrid" class where class attendance is optional (and we have more than a few of these), then I probably won't show up for the first class of my hybrid Race and Ethnic Relations course (in which attendance is required).  I'll be behind out of the starting blocks, and I may even get dropped from the class during the first week.  I will not be a happy camper.
   A couple of years ago, I was able to attend a conference on "Blended Learning" (a synonym for hybrid delivery).  It was a great experience, and one of things that was pounded into our heads is that designing a hybrid course in MUCH MORE than simply moving some elements from the classroom to online, or vice versa.   It requires a total redesign of the course--a challenging but very rewarding process.  (That could be an entire blog in itself.)  I raise this because there are significant pedagogical issues in teaching hybrid that it seems we are ignoring in many of our courses.  But the place to START is an agreed upon definition of hybrid, and a willingness to abide by some best practice parameters.
     In Blended Learning:  Research Perspectives (2007: Alfred P. Sloan Foundation), editor Anthony Picciano summarizes the collaborative definition of hybrid courses arrived at by participants at the 2005 Sloan-C Workshop:
     1.  Courses that integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner, and
     2.  Where a portion (institutionally defined) of face-to-face time is replaced by online activity  (p. 9, emphasis mine).
   It is my opinion that we lack both elements in our current Yavapai College system:  We have not decided what "planned, pedagogically valuable manner" means, and we have no institutionally defined portion of face-to-face and online activity.
   So, as a discussion starter (and I hope there WILL be discussion regarding this!), I propose the following taxonomy of delivery modes, with the intent of being as transparent as possible regarding expectations for both students and faculty:

     FACE-TO-FACE CLASS:  All learning activities are conducted in the classroom.  Attendance at weekly class sessions is expected.  Few to no online components are part of the class.
     WEB-ENHANCED CLASS:  Mode of delivery is primarily face-to-face.  Attendance at weekly class sessions is expected; however some class sessions may be replaced by online activities.  Significant online components are part of the class.
     HYBRID CLASS:  Learning activities are divided approximately equally between in class and online activities.  Attendance at designated class sessions is expected, which amounts to about half the seat time as a face to face class.  Significant online components are part of the class.
     ASSISTED ONLINE CLASS:  Almost all components of the class are online.  Face-to-face instructional assistance is provided as part of the class structure.  Attendance at some classes may or may not be required.
     SYNCHRONOUS ONLINE CLASS: All learning activities occur online.  Students may be expected to be online at specified times for collaborative work.  No classroom attendance is required.
     TOTALLY ONLINE CLASS:  All learning activities occur online.  Faculty assistance is available by phone, email or other mode designated by the instructor.  No classroom attendance is required.

     This six-tiered model is intended to remove ambiguity for students enrolling for courses and for faculty designing courses.  This is not inconsistent with schemes proffered by other institutions.  Ideally, there are not too many categories, but neither are there two few.  It is intended to be totally transparent.
     I'm sure others may come up with better designation titles.  I sincerely invite comments on this idea, and would be interested in forwarding our own collaborative definitions to become policy here at Yavapai College.

ELEPHAROO