Hybrid Course Design: Promoting Student Engagement and Success

Abstract

Instructors of hybrid courses confront several challenges in designing effective, engaging, and meaningful learning experiences for students. This article examines how elements of course design help meet students’ perceptions and expectations about hybrid courses and how students’ engagement in course activities is related to their overall performance in those courses. Using data from student surveys, instructor journals, and course activities, our study suggests that successful hybrid course design rests in establishing high levels of presence and requires substantial advance planning. Our recommendations can help guide faculty who are considering introducing hybrid courses into their curricula.

Keywords:

• Hybrid course design
• student engagement
• presence

Additional information

Notes on contributors

Jennifer Shea

Jennifer Shea is associate professor of public administration in the School of Public Affairs & Civic Engagement at San Francisco State University. Shea’s teaching and research interests fall at the intersection of nonprofit management and public policy. One of her current projects focuses on nonprofit finance in the affordable housing sector, while another is a community-engaged project examining community resilience. Shea regularly engages in the scholarship of teaching and learning.

M. Ernita Joaquin

M. ernita Joaquin is assistant professor of public administration in the School of Public Affairs & Civic Engagement at San Francisco State University. Joaquin holds a diploma in adult learning and has published on the training of municipal executives and organizational learning in government-nonprofit relations. Prior to joining San Francisco State, she worked in local government consulting and distance education. Recent studies have focused on reforms in American governance and the skills required of public executives in managing changing demands in public service.

Meg Gorzycki

Meg Gorzycki is faculty development consultant at the Center for Teaching and Faculty Development at San Francisco State University. Prior to her arrival at San Francisco State in 2007, Gorzycki spent 23 years teaching and serving as an administrator in collegepreparatory high schools. Her current research interests include literacy, critical thinking, and professional development. In 2014, she published The Enlightened Classroom: Reflections on Critical and Ethical Thinking in American Education.