Hybrid Courses at Lane
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n our preliminary meeting we identified compelling reasons for increasing *hybrid
coursework at Lane. Supporting statistics from other community colleges included the
following findings:
1. Administrative
a. Increase in enrollment
b. Room scheduling; less time on campus= availability of space
2. Faculty
a. Majority of faculty that teach a hybrid course move on to teach a fully
online course
b. Option for 3-to-4 credit conversion
3. Students
a. Students prefer a mix of technology with face-to-face time
i. Interest for the digital generation
ii. Peer-to-peer interaction increases
iii. Reaches students with various learning abilities
iv. Reaches students with varying time commitments
v. Accessibility
b. Drop rate lower than fully online courses
The next step is to identify and define the issues related to moving toward a
significant increase in the number of hybrid course offerings at Lane. This is where you
come in. Please take a moment to review the following and brainstorm on the issues
related to your area of expertise. WhatÕs missing? What other issues can you think of?
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ssues we feel worth consideration:
1. Banner issues
2. Room scheduling
3. Catalog descriptions/universal codes for course delivery methods
4. Faculty contractual obligations
5. Curriculum development
6. 3-to-4 credit conversion
7. Training components (technological, pedagogical, etc.)
8. Quality control, assessment and evaluation
9. Impact on IT services (servers, support)
10. Student support
We will meet, discuss and consolidate our findings and later present them to OISS and
IT.
*Hybrid courses Ð partial face-to-face time, partial online instructional time