Technology Center

Hybrid Learning Environments

Overview

In its traditional definition, hybrid, or blended, learning combines in-person and online learning activities. As a category, hybrid learning includes a few distinct models and a wide variety of student participation modes and teaching and learning methods, all supported or mediated by different technologies. In the university setting, especially during this ongoing pandemic, hybrid learning offers students and instructors the best aspects of both core learning modalities—in-person and online—when planned with care and intention. 

When weighing hybrid learning options, it’s helpful to start by conceptualizing the different ways students might participate in classroom activities. These different participation modes might be driven by the increased need for student flexibility, both in schedule and in geographical location, by the potential need for physical distance between students in classrooms, and by the affordances and benefits of each mode itself. The tables below outline several of these participation modes and describe the rationale for using them, as well as the challenges that can arise. To read more about some of the activities and strategies that are possible in each mode, see the Designing Hybrid Experiences: Example Learning Activities and Tools page.

Asynchronous Hybrid Participation Modes

Participation Mode Description Rationale Possible Challenges
Traditional Hybrid, asynchronous  All students attend in-person classes some weeks, and then participate in asynchronous online learning on other weeks.  Participation mode can be selected based on the desired student activity or outcome. In-person class activities can prioritize collaborative learning, conversation, or project-based learning, while online activities allow students to review content and engage in learning activities at their own pace.  Students may need more support in balancing and planning for the variance in participation modes week to week. Students with disabilities may encounter barriers in coming to campus for classes, and asynchronous materials need to be made accessible. 
Hybrid rotational, asynchronous.   Each week, half of the course’s students meet in person, while the other half participate in asynchronous, online course activities. The next week, the half who met in person engage in online activities, and the students who were online attend in-person.   Smaller in-person groups allow for physical distancing in smaller classrooms and balances the demand of in-person attendance. Asynchronous online activities allow for guided, self-paced learning.   Managing two different versions of the same class session/lesson, one synchronous and in person, and one asynchronous and online, requires more advance preparation and planning. Students with disabilities may encounter barriers in coming to campus for classes, and asynchronous materials need to be made accessible.
In-person course with a few fully online students  Most students attend class in person, but some students are unable to attend in person and only participate via asynchronous online activities like discussion forums, assignments, or quizzes.  Offering a remote participation option provides students with the flexibility to continue learning, even if circumstances prevent them from attending in person.   Offering an equally engaging, connected experience to the few students who are participating asynchronously requires additional planning, facilitation, and feedback. 
Tech-enriched in-person  All students attend classes in person, but a significant portion of their coursework is conducted asynchronously via online learning platforms.   Students benefit from affordances of both in-person, collaborative learning and flexible, scalable digital learning solutions like short instructional videos, personalized assessments, and scenarios or simulation-based learning. Also, instructional “assets,” like videos or discussion forums, that were developed during the last year of remote learning can be strategically reused.   The instructor must learn about, master, and choose the digital learning tools that best meet his or her learning objectives for each session.
Hyflex Model  Students choose their participation mode week to week; some may attend class in person, and some may participate asynchronously, online.  The maximum flexibility of this model empowers students to choose the types of interaction and participation that best meet their needs.  Unpredictable in-person attendance can be hard to accommodate, especially with physical distancing requirements, and the course design requires significant planning and preparation. 

Synchronous Hybrid Participation Modes

Participation Mode Description Rationale Possible Challenges
Traditional hybrid, synchronous  All students attend in-person classes some weeks, and other weeks participate in online synchronous class sessions, via videoconference.  Participation mode can be selected based on the desired student activity; in-person class activities can prioritize collaborative learning, conversation, or project-based learning. Including some synchronous online class sessions gives students flexibility, especially for students who are working or live farther away from campus.  Students may need more support in balancing and planning for the variance in participation mode. Synchronous online sessions need to include engaging, meaningful learning activities. Student bandwidth may also create challenges or barriers to full participation. Students with disabilities may encounter barriers in coming to campus for classes.
Hybrid rotational, synchronous  Each week, half of the course’s students meet in person, while the other half participate synchronously in the in-person course activities via videoconference. The next week, the half who met in person participate via videoconference, and the students who were online attend in-person.   Smaller in-person groups allow for physical distancing in smaller classrooms and balances the demand of in-person attendance. Synchronous online participation in the in-person activities may provide a more connected experience, if special attention is given to their inclusion/participation.   Offering an equally engaging synchronous experience to the half of the students who are attending via videoconference requires careful planning and moderation (possibly by instructional staff). Student bandwidth may also create challenges or barriers to full participation. 
In-person course with a few fully online students  Most students attend class in person, but some students are unable to attend in person and only participate via videoconference.  Offering a remote participation option provides students with the flexibility to continue learning, even if circumstances prevent them from attending in person.   Offering an equally engaging synchronous experience to the few students who are attending via videoconference requires careful planning and moderation (possibly by instructional staff). Student bandwidth may also create challenges or barriers to full participation.