Tag Archives: avoiding pitfalls in hybrid course delivery

Avoid a common pitfall of hybrid course design: Insist on being the “sage on the stage”

Posted on April 22, 2018 by yangse

The real pitfall of insisting on being the “sage on the stage” in a hybrid course is that the online portion of the course may become a “poor” replication of many excellent virtual learning sources that are readily available on … Continue reading →

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Learning from our communities and each other in hybrid courses

Posted on April 21, 2018 by volmark

So many of the common pitfalls are tied together. Understanding and fostering students learning from one another is a method of also avoiding the “sage on the stage” problem. I generally teach health systems classes. Each student comes to class … Continue reading →

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Avoiding common pitfalls in general human nutrition hybrid course

Posted on April 20, 2018 by Jenny Jackson

The face-to-face version of my General Human Nutrition course (NUTR 225) currently includes lectures (PowerPoint), exams, and informal discussions during class meeting times, and quizzes and a project submitted via Canvas. The online version of the course includes all of … Continue reading →

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Retail Math in a Hybrid Format

Posted on April 19, 2018 by Brigitte

My course requires students to learn and apply retail math.  To avoid “Online Course Design Pitfall #4: Expect your students to consume knowledge rather than create it,” I plan to incorporate both content delivery and application activities (with “help” as … Continue reading →

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Working to be the “World’s Best Hybrid Finance course”

Posted on April 24, 2017 by mathewp

My face-to-face FIN 340 course is structured as a combination of lecture via PowerPoint and problem solving. I usually achieve the latter by going through a few examples on the board or spreadsheet, depending on the topic, followed by providing … Continue reading →

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