Exploring Hybrid Models at NC State

There are many ways to design a course using hybrid models. In this article, we will focus on the flipped hybrid model, the synchronous hybrid model and the Hyflex model. We will also explore what this looks like within NC State’s physical distancing models of Hybrid25, Hybrid33 and Hybrid50.

In a traditional classroom, you may typically see an instructor lecture to their course interspersed with discussion and learning activities. In hybrid models, a class can be broken down into what is happening in each modality —what needs to be online and what needs to be face-to-face.

The Flipped Hybrid Model

In the Flipped Hybrid Model the course is structured to take advantage of each modality. Lectures are pre-recorded with knowledge checks and viewed online before class. Face-to-face meetings focus on discussion and Q&A. In the NC State physical distancing hybrid model, this would mean that faculty would have a week’s worth of lecture and knowledge checks available at the beginning of the week with students rotating in on their assigned day for discussion and Q&A.

Example of Hybrid50 in a Flipped Hybrid Model

Flipped material posted before class.

Assignments open after class.

The Synchronous Hybrid Model

In the Simulcast Hybrid Model, the course structure does not greatly change from a traditional classroom. Instructors in classrooms synchronously stream to students who are not present due to physical distancing, illness, or other factors. There are two main streaming options available at NC State; Mediasite or Zoom. Please view this Knowledge Base article about how to connect synchronously with your students who are attending remotely.

Example of a Hybrid33 in a Synchronous Hybrid Model

The HyFlex Model 

The HyFlex model expands upon the synchronous model and gives options to students. In this model, class is still held on a schedule like synchronous, but students have the opportunity to attend in-person, synchronously or watch a recorded version. Students who attend in-person and remotely may have one set of in-class activities to complete, whereas students who watch the recording may do an equivalent activity online. In the NC State physical distancing model, it would still be important to know which students are coming on which day to ensure there are enough seats. You may want to continue to stick with the Group Models but allow for that group to engage remotely.

Example of a Hybrid25 in a Hyflex Model

If you are interested in exploring these models and how they could be implemented in your class, please join us for the DELTA Workshop, “An Introduction to Blended and Hybrid Learning.”