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Hybrid Course Development

The following is a high-level summary of the tasks involved in creating and teaching a hybrid course. For more detailed information, we suggest that you contact us for consultation and refer to "How Learning Experience Design Can Help" at the bottom of this page.

Hybrid Course Defined

The terms hybrid and blended are used interchangeably. According to THECB, a hybrid/blended course is, "A course in which a majority (more than 50 percent but less than 85 percent), of the planned instruction occurs when the students and instructor(s) are not in the same place." With a hybrid course, the goal is to optimize student engagement by taking advantage of the strengths of both the face-to-face and Web-based environments.

In contrast to an in-person course with online supplementary materials, the instructor and students in a hybrid course interact with each other online. Consequently, a hybrid-course instructor must know how to build a course with effective online materials and be able to facilitate online instruction.

What are the steps in building a hybrid course?

First: Plan Your Course on Paper

  1.  Start early — at least six months in advance. Developing a hybrid course requires a re-conceptualization and redesign of the face-to-face course, which takes time.
  • Set interim deadlines for yourself by which you will complete the following tasks.
  • Start small. Select one or two modules to design and build. Experiment and learn as you go.
  1. Identify activities that capitalize on the strengths of each type of environment. Sample activities follow. (Note: While the following activities may work better in one environment versus another, several can be adapted to both environments.)
  • Face-to-face is good for:
    • Establishing social presence and support
    • Nonverbal communication
    • Defining assignments
    • Negotiating expectations and responsibilities
    • Diagnosing students’ conceptual problems and providing immediate feedback
    • Brainstorming
    • Role play
    • Student demonstration of psycho-motor skills
  • Online is good for:
    • Sustaining group cohesion, collaboration, and support
    • Reflective, on-task discourse
    • Broader participation in discussions
    • Critical analysis
    • Self-paced learning and practice
    • Self-assessment quizzes with feedback
    • Automatic grading of multiple choice, T/F, fill-in-the-blank tests
  1. Create a content outline, chunking content into modules. View an example.
  2. Write learning objectives for each of the modules. Learning objectives provide specifications for assessment and guide the development of instructional strategies. They communicate to students the standards and expectations of the course. Visit Writing Learning Objectives. to read about important considerations. 
  3. Become familiar with Canvas and third-party tools and how they can be used to support learning and assessment. Visit Technology Options to see what is available.
  4. Develop a planning matrix. The planning matrix provides an overview of all the activities in the course.
  • Determine the module titles and write objectives for each module. View an example.
  • Determine how you will provide content. Visit Content Options to read about what content works for hybrid courses.
  • Determine assignments and assessments by which students will demonstrate mastery of each objective. Consider online quizzes and exams as well as discussion prompts, essays and papers, student presentations or media, etc. Add the online content, assignments, and assessments to the matrix and indicate after each objective how students will demonstrate mastery of that objective. Indicate whether the content and activities are online or face-to-face. View an example.
  1. Review the planning matrix to determine if there is a mix of activities that engage students and if the workload is manageable. Visit our Planning Matrix site to read about important considerations for a hybrid course.

Second: Produce or Obtain the Course Content

Developing online content is the most time-consuming aspect of designing a hybrid course. Plan to carve out plenty of time to do this.

  • Develop online lessons and assignments. Visit our Developing Online Lessons and Assignments for important considerations.
  • Produce media (e.g., production video, graphics, Captivate). Staff in the Faculty Project Lab (facultyprojectlab@txstate.edu or 512-245-7375 can assist you.
  • Acquire course content that you will not produce yourself.
  • Visit our Public Resources site for tips on how to acquire content for your course.
  • Address copyright issues before you post third-party materials. Visit Addressing Copyright Issues to read about important considerations concerning copyrights.  
  • Construct a detailed syllabus. View an example. Include the following:
    • The organization and rationale of the course
    • Expectations regarding student responsibility for learning
    • List of tasks with due dates. Make it very clear which tasks are to be done in class and which are to be done outside of class and how the tasks are related.
    • Time management tips
    • Resources for technology support

Third: Build Canvas Components

After you have planned the course and developed all the course materials, you are ready to build the course in Canvas. You can also visit the Canvas Support page for more information.

​​​​​​​Fourth: Pilot the Course

  • Prepare your students for the hybrid format by reviewing the course organization, expectations, course schedule, and technology support.
  • Facilitate online instruction by communicating with students and providing feedback on assignments in the online environment.
  • Survey students at mid-semester and at the end of the semester to collect feedback about the course. View a list of possible survey questions.
  • Analyze the feedback from the survey(s) and revise the course accordingly.

How Learning Experience Design Can Help

Consultation

  • Schedule a time to meet with an instructional designer to talk about your course.

Workshops