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Educational Technology, Hybrid

SoTL, Pedagogy


"Hybrid:"  Web-Enhanced. Web-Supported, Internet-Mediated, Blended, Mixed...


 Media-enhanced mode is a type of format where the teaching and learning process is enhanced with the use of audio-video type of media aides.  Video tapes on certain issues, for instance, are often used for various purposes in the learning process.  Foreign language teaching is one such field where audio-video, or multi-media is heavily utilized.


Web-based format is where a course is delivered entirely through the internet.  Sitting time is taken out of the equation of the learning process.  Anyplace and anytime of learning are characteristics that are not found in a regular class setting.  Interactions between the instructor and students can be both synchronous and asynchronous.  Student-centeredness weighs heavier in this mode of education than teacher-centered.


Web-supported, sometimes also called “web-enhanced,” or “hybrid,” where a course taught in a classroom is supplemented with course related information delivered on the internet, and part of course activities completed over the internet.


         -- Jian R. Sun, Ph.D. From the 3rd Annual TELR Conference: Illuminating Learning with Technology (Nov. 2001) [Ohio State]








     Hybrid courses are courses in which a significant portion of the learning activities have been moved online, and time traditionally spent in the classroom is reduced but not eliminated.


The goal of hybrid courses is to join the best features of both in-class teaching and online learning to promote active, independent learning and reduce class seat time.


Using computer-based technologies, instructors use the hybrid model to redesign some lecture or lab content into new online learning activities, such as case studies, tutorials, self-testing exercises, simulations, and online group collaborations.


        -- From UW, Stevens Point


















University of Wisconsin--Milwaukee

University of Wisconsin, Milwaukee

Home page. Teaching and Learning with a hybrid course.

Teaching With Technology Today:  Introduction to Hybrid Courses

Why hybrid?  Reducing class time 25% - 50%. Faculty and Student satisfaction.

Keys to Success.

Teaching With Technology, Special Section: Hybrid Courses

Introduction. Real-World learning. Lessons learned.

UW, Milwaukee: Hybrid Course Project

Pedagogical resources. Sample courses. Tools for course design. Course development

UW, Milwaukee:  Why Teach Hybrid?

Flexibility. Improved student engagement and interaction. Improved student performance (UCF data; see also Ohio State data).

UW, Lessons Learned

10 Lessons Learned.



Maricopa Community College

Maricopa CC: Effective Teaching in a Hybrid Environment

PowerPoint presentations with helpful tips. Sample syllabi.  Several resource links.

Maricopa CC: Planning a Campus to Support Hybrid Learning


Maricopa CC: Hybrid Course Resources



Michigan State

Michigan State: Hybrid Course Overview, Design, Examples, References

Overview & Definition -- Statistics (2004) on traditional vs. online student preferences

Hybrid Course Design -- Enabling learning; key points

The Hybrid Model -- Group-based model, who is using, keys to success

Links & Resources -- Learning styles, tips & techniques, teaching styles, and more



University of Central Florida

University of Central Florida, Center for Distributed Learning

Modalities (to other UCF Statistics), Strategic Plan, Course Development, Resources

University of Central Florida: Research Initiative for Teaching Effectiveness (RITE)

(Note Research Showcase and Recent Presentations)

Growth of Mixed Modality (reduced seat time); Success Rates

(Must open PowerPoint from this Web page. Total N ~ 140,000)






Other Schools/Projects



Instructional Computing Group

Teaching With Technology, Derek Bok Center (Includes some best-practices essays)


The Ohio State

Evaluating ADAPT: A Hybrid Instructional Model Combining Web-Based and Classroom Components

"The results of this evaluation study showed that students taught study skills using the combined classroom/ computer-mediated ADAPT (Active Discovery And Participation thru Technology) instructional model improved significantly more in academic performance than students taught the same material by the conventional classroom approach.  Moreover, this performance difference was not simply a function of either prior differences in achievement or grade in the course."  (N = 452)


Fairleigh Dickinson

Global Education in the News

The Global Promise of Online Education

The Global Challenge (Hybrid core course syllabus)


Durham Technical CC

Reasons for Offering Hybrid Courses; Selected Resources


Georgia Perimeter College

Why hybrid; guidelines and checklist


U of Arizona

LearningTechnologies Center


WWWtools For Education

Introductory Readings

The Trend to Blended or Hybrid Learning Models


Hybrid Writing project

George Mason, Johns Hopkins, Penn State









Particularly Relevant Articles


Online Courses that Work... and Some that Don't (Concord Consortium, Winter 2002)

(Emphasis on guided collaboration)


'Hybrid' Teaching Seeks to End the Divide Between Traditional and Online Instruction

(Chronicle, March 22, 2002)


Thwarted Innovation (The Learning Alliance for Higher Education)  U Penn

















Selection Guidelines for Hybrid Course Candidates

(Educational Pathways, April 2004 -- $$ Subscription)  ($$ Subscription)


Hybrid Courses: Stepping Stone...  (2001)

Includes brief description of three types of technology-enhanced modes


Hybrid Courses, Notes (Fall, 2004)


Information Literacy in the Hybrid Environment

(mentions accreditation…)


Critical Thinking


UW, Whitewater: Learning Objects and Pedagogy Grant Program


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