Text CITL Intro to Module 1: The Flipped Hybrid Model

Why Hybrid? Why Now?

Several years back, blended learning practitioners began promoting the use of web-based materials to expand classroom learning. But it wasn't until two chemistry teachers, Aaron Sams and John Bergmann, coined the term flipped classroom that we began to realize the potential for combining face-to-face and online learning practices into hybrid learning experiences.

The term hybrid has always referred to some combination of physical, virtual, and digital classroom space. But the pandemic forced us to utilize remote learning, and multiple modalities, to meet student demand for choice in how they could attend and participate in classes. This led to an increase in hybrid delivery models and the need to manage different configurations of in-person, remote, online, and digital learning.

Whatever we may have thought about online education previously, the pandemic heightened our appreciation for developing and delivering content that can be consumed online. So, too, the sudden escalation of remote participation has made us appreciate the value of in-person learning and the importance of making the most of our time together. In this course we focus on one type of hybrid learning: the flipped hybrid model where technology is used to deliver content and learning materials online, and class time is mostly used for in-person learning activities.

This module provides an overview of the flipped hybrid course, including:

A comparison of popular hybrid course delivery models
Common challenges faculty face in developing a flipped hybrid course
Frequently asked questions about flipped hybrid courses

Earning a Certificate?

Consider whether hybrid is right for you, and give some thought to the particular challenges that you anticipate or are concerned about. The next two modules will dig deeper into designing and building the hybrid learning experience.