NORTH SEATTLE COMMUNITY COLLEGE

DISTANCE LEARNING OFFICE

Hybrid Online Course – Planning Document

Course:

Credit Hours:

Schedule:

Anticipated Student Workload:

Division:

Dean:

Hybrid Class Designer:

Hybrid Class Instructor:

Quarter/Year To Be First Taught:

Today’s Date:

DISTRIBUTION & INTEGRATION OF COURSE WORK HOURS*

Course Activity
(and its connection to other activities) / % of weekly points / Onsite Time
(Physical Classroom) / Online Time
(Virtual Classroom) / Homework Time
(Out of Classroom)
Monday
↕ Linkage (Monday/Tuesday):
Tuesday
↕ Linkage (Tuesday/Wednesday):
Wednesday
↕ Linkage (Wednesday/Thursday):
Thursday
↕ Linkage (Thursday/Friday):
Friday
↕ Linkage (Friday/Weekend):
Weekend
↕ Linkage (Weekend/Monday):
TOTALS / 100%

Rationale for point distribution:

Other comments:

EXAMPLE OF WEEK #1 SPECIFIC ACTIVITIES*

Day / Course Activities
Mon. / · 
Tues. / · 
Wed. / · 
Thurs. / · 
Fri.
Week-end / · 

*Distance Learning Office recommendations:

·  The distribution of course points should reflect the distribution of course time. For example, if the course is 60% on-campus and 40% online, the classroom points ideally might be distributed as 60% on-campus classroom points and 40% virtual classroom points. The homework points are a separate issue.

·  Some activities that work well for on-campus classroom time are lectures, live discussion, student presentations, lab activities, live group collaboration and testing. Some activities that work well for virtual classroom time are ongoing discussion, tutorials, self-testing exercises, asynchronous peer group research and collaboration, simulations, web resource utilization, supplemental information.

·  Linkages are critical to integrating the various learning modalities of the hybrid course. Students must understand the specific purpose of the virtual and on-campus class venues and the distinction between virtual (online) classroom time and outside-of-class homework. The explanation of linkages will also optimize the attendance of students both on-campus and online because the “blended” nature of the learning environment and benefits of participating in all aspects of this “blending” will be explicitly defined.

·  The rationale for point distribution should be included in the course syllabus so that students understand the importance of both on-campus and virtual classroom participation in addition to the homework requirements.