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One of the benefits is that instructors no longer worry about attendance. Instead, instructors provide activities, podcasts, mini-cases, etc. that provide an equivalent learning experience for students who cannot—for whatever reason—attend class. When students complete the work, the instructor notes that they have attended class.
We are asking for In planning, a modified hy-flex in which the f2f and the online versions proceed at the same pace may be the best option. Online students have equivalent, but not exactly the same, assignments and experiences as the face-to-face (f2f) students. In our the modified version, we ask faculty to can operate a f2f class and broadcast to a synchronous, online group of students. At this point, recommendations from many other universities suggest that we have faculty Faculty may decide appoint a proxy, perhaps a TA, to ensure that the faculty member respond to questions and encourage comments from students who must attend the course online.
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Another version of hybrid course design has both f2f and online components. These differing components operate to complement each other. So, in a hybrid course, the class might meet one day f2f and another day online. Sometimes hybrid courses have ½ half the class class meet f2f while the other ½ half engages in online activities. For example: in a writing course, ½ half the class might meet f2f for instruction in editing their own work while the other ½ half exchanges papers virtually for editing according to a an instructor-created guide. The next class meeting sees the first group (has edited their own work with guidance from prof) works through the guide editing exchanged papers, while the exchanged-papers group receives f2f instruction from the prof on editing their own work.
Flipped. In a flipped classroom, the instructor produces lecture content for students to review preview online. The students view the lecture content—broken into 10 minute chunks with activities or self-quizzes in-between each chunk. Then the students attend class where they practice the use of the skill or information presented in the recorded and pre-class viewed instructional portion. In a fully flipped classroom that engages an additional process such as Team-Based Learning (TBL); Process Oriented Guided Inquiry Learning (POGIL); or Problem-Based Learning (PBL), the instructor may not speak much in the f2f classroom except to provide direction or re-direct student work.
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