Effective Teaching for Hybrid Classes

As we return to campus in the Fall, course delivery and schedules will be modified in order to reduce classroom density and increase the safety of our community. While a number of flexible models are being evaluated, the majority of our classes will blend face-to-face instruction with remote options in new and innovative ways. For more information about implementing a hybrid course as a response to COVID-19, visit our FAQ website.

                                                                           

Resources

The excellent Instructional Continuity Guide from SHSU Online includes a checklist for remote teaching, the instructional tool crosswalk (find an online virtual tool that matches a particular F2F classroom activity), how to transition a class to remote delivery, and ways to contact them for assistance.

  • External Resources

    To reduce density on campus, the majority of SHSU fall courses originally scheduled as face-to-face will be delivered instead in a hybrid or blended format. Here is a list of tools, resources, and strategies to facilitate learning more effectively in the hybrid course environment:

    • A comprehensive listing of many resources on hybrid learning from the Center for Teaching and Learning at Oregon State University.
    • You may want to start with traits of a well-designed hybrid course or descriptions of courses redesigned for hybrid learning.
    • A scorecard from the Online Learning Consortium to help you consider many aspects of the course, including learning outcomes, content, design, assignments, and engagement.
    • The 2019 version of the annual Top 200 Tools for Learning list, based on surveys, from Jane Hart, Centre for Learning & Performance Technologies, @C4LPT
    • An annotated list of flipped class tools and resources, from TTYN, Turn to Your Neighbor, a peer instruction blog from Julie Schell, College of Education, UT-Austin. Note that this blog contains multiple entries on flipping (having lecture online and learning activities F2F) classes.
    • An advice guide on inclusive teaching and embracing student diversity, from Viji Sathy and Kelly Hogan, published in The Chronicle of Higher Education.
    • With the COVID-19 outbreak, instructors across the country scrambled in the middle of the spring semester to move from face-to-face instruction to remote emergency teaching. Over the summer, many faculty have time to rethink their assessment strategies, including exams, as we prepare for the Fall. With the reconceptualization of how we all teach, now more than ever is the time for instructors to consider alternative exam formats. (from The Scholarly Teacher blog, by Todd Zakrajsek, our TLC16 keynote speaker).
    • You can track attendance for a Zoom session/class as well as track attention during a shared presentation in Zoom.
    • A guided design process for effective online courses, from instructional designers at Arizona State University.
    • From the Tips for Teaching Professors newsletter, by Breana Bayraktar, Northern Virginia Community College, a post on the HyFlex model, where students can choose to be F2F or online in a course, and the demands this places on the faculty member teaching that course. A tip on teaching math courses remotely, including digital whiteboards, a DIY doc camera, and tools for sharing equations online. Finally, a page on remote teaching of science, including collections of resources and videos and simluations.
    • A Chronicle of Higher Education article from July 9 on “how to engage students in a hybrid classroom,” mainly focusing on concerns and strategies on the HyFlex model (students simultaneously F2F and online in a course.) Also has additional resources and a short segment on supporting students of color.
    • In our fall hybrid courses, which are by nature more distributed than fully F2F courses, it will be even more important to build community with students and to help level the playing field between students with different levels of preparation. Collaborative note-taking can help with that, and should work online just as well as F2F. It may be especially helpful in freshman-level courses, where the instructor can help teach student effective note-taking skills.
       

       

  • Accessibility Considerations

    With Sam Houston State University shifting to the hybrid design it is important that student accessibility is taken into consideration. Here are a few resources that may prove helpful in keeping accessibility in mind.

    Numerous Resources Available for already Captioned and Transcribed Audio/Visual Material:

    • National Association for the Deaf - Described and Captioned Media Program, PBS, NBC Learn, American Council of the Blind – The Audio Description Project, Films on Demand, National Library Service for the blind and physically handicapped
    • For YouTube and other streaming/hosting sites: Supply the link to the video and Amara shows it in a window and puts its own captions over it. There are paid services from them, but adding captions to a video is free.
    • NGL – Subject Librarians can assist in finding pre-captioned media available through the library.

    Faculty Playbook on “delivering high-quality instruction online in response to COVID-19,” from The Online Learning Consortium, The Association of Public and Land-Grant Universities, and the Bill & Melinda Gates Foundation.

    For more information, questions or concerns about making your hybrid classes more accessible feel free to contact Morgan Lutz in the  Services for Students with Disabilities office.

If you wish to submit a suggested resource, please send the material to Pace@shsu.edu