This guidebook by Jared Stein and Charles R. Graham "provides a practical, streamlined approach for creating effective learning experiences by blending online activities and the best of face-to-face teaching."
Use this template to sketch out the balance of face-to-face and online learning activities, assignments and assessments in a blended course. Draw arrows to show connections between course components to ensure integration of the student experience in the classroom and online.
Does your blended course engage students in learning activities that go beyond the classroom and online environments (for example, field, clinical or service-learning experiences)? If so, use this increasingly popular three-disc version of the mix map.
Plan a blended course with this template and apply backward design to align course learning outcomes with assessments, learning activities and content while integrating in-class and online course components.
Multimedia Educational Resource for Learning and Online Teaching
A free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy.
This database is a searchable resource of academic studies on the learning outcomes of online and/or hybrid education in comparison to face-to-face environments. The database has 194 citations across 73 discrete disciplines from 142 academic journals. The database is updated monthly.
A guide for Oregon State University faculty teaching hybrid courses who need a peer review of a hybrid course. It is designed to help the instructor prepare for the peer review and guide the peer reviewer in writing the peer review of teaching letter. It is intended as a model and is not prescriptive.
Research-based standards used by OSU Ecampus to design hybrid and online courses. All new and redeveloped Ecampus courses are expected to meet essential standards and are strongly encouraged to meet exemplary standards.
Welcome to SPAN 113, hybrid style! SPAN 113 is the third course in the first year Spanish series. The course typically draws CLA students part way through filling a 2-year language requirement or other students with a language requirement. There … Continue reading →
what is the course about? I have taught SOC 481/581 for 4 years now. I have modified it slightly every time I teach it; and finally feel that it is ready for a hybrid version. It is ideally suited to … Continue reading →