Hybrid teaching combines face-to-face and online learning experiences within the same course. In a hybrid course, some learning activities occur in person while others occur online. The online components are intentionally designed to replace a portion of face-to-face instructional time rather than simply adding additional work for learners.

Hybrid teaching can provide opportunities for flexibility, active learning, increased access to course materials, and continued learning beyond the classroom. Depending on the course design, hybrid teaching may incorporate synchronous and asynchronous activities, collaborative learning experiences, digital tools, recorded content, discussions, and self-paced learning opportunities.

Integrated Learning Experiences

• Face-to-face and online learning activities are intentionally connected and complementary
• Learning may continue across multiple environments rather than being limited to classroom time
• Activities and assessments should align across instructional spaces and learning experiences

Flexible Learning Opportunities

• Hybrid teaching can provide flexibility in how and when learners engage with course materials and activities
• Online activities may occur synchronously or asynchronously depending on course design
• Learners may benefit from opportunities for review, reflection, and self-paced engagement

Technology-Supported Learning

• Hybrid courses often incorporate digital tools and learning technologies such as Canvas, video conferencing platforms, and multimedia resources
• Technology can support communication, collaboration, participation, assessment, and content delivery
• Digital tools should be selected intentionally to support learning outcomes and learner needs

Intentional Course Design

• Effective hybrid teaching requires careful planning of both online and face-to-face components
• Communication, navigation, participation expectations, and course organization should be clearly communicated to learners
• Workload expectations should remain balanced and manageable across learning environments

Rotation or Alternating Model

• Learners alternate between face-to-face instruction and online learning activities
• Different groups may attend in person on different days while engaging in asynchronous activities at other times
• This model can help support flexibility, scheduling, and classroom capacity need

Synchronous Hybrid Model

• Some learners participate in person while others participate remotely during the same class session
• Classroom technologies such as microphones, cameras, and conferencing tools support simultaneous participation
• This model requires intentional facilitation strategies to support engagement across participation modes

Asynchronous Hybrid Model

• Face-to-face learning experiences are combined with self-paced online learning activities
• Online learning may include recorded lectures, discussions, multimedia resources, quizzes, or reflective activities
• This model can provide learners with additional flexibility in how and when they engage with course materials