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Graduation and Retention Network

Instructor Resources

As a hybrid instructor, you will be supported in building your courses by our office, by the Center for Teaching Excellence, and by the Office of Distributed Learning.  We will help make the transition to hybrid instruction a successful one for you.

Delivery and Course Creation Options

Many hybrid courses at USC are hosted using a virtual platform such as Blackboard. The virtual platform, which makes the session live or synchronous, allows you to observe class-level audio and visual materials in real-time.

Option 1: Adapt your face-to-face course for hybrid delivery

You and an instructional designer will start with any online components you’ve already created in your face-to-face class. This can include any uploaded files, links, etc. that you have placed in Blackboard. The course redesign process includes the completion of templates for the course content to construct the online and face-to-face components. This is a complete course redesign where the focus is to blend the online and in-person components.

Option 2: Adapt an existing online course for hybrid delivery

There are some situations in which the course already exists in an online format. In this case, you already have your online content developed. Since some of the content delivery will take place online, the class sessions can be reserved for hands-on, collaborative, engaging, dynamic in-class activities.

Most of your time will be creating a proper balance of online learning and face-to-face activities. You may need to redesign learning activities and assessments to create a cohesive learning environment for online and face-to-face components of the course.

Option 3: Adapt an existing face-to-face and online version of the course for hybrid delivery

There are some situations in which the course already exists in both a face-to-face and online format. You can have your online content developed as in Option 2 and utilize engaging activities already planned for your face-to-face sessions. It is important with this option to focus on blending the best pieces from both the online and face-to-face environments.

Option 4: Use a course that has already been created either by you or someone else

The course may already exist in the hybrid format you need, and you have the option of picking what pieces you’d like to use to construct your course. An instructional designer may be able to give you a tour through the online course space and help you create activities for the in-class portion and make any necessary modifications to the online portion of the course.

Be sure to allow sufficient time for modifying a hybrid course for your teaching style. This includes time to choose what you want to use, to build the course environment, and adapt any pieces to make it closer to your vision of the course.

Option 5: Brand new hybrid course

The course is brand new and has not been taught in any format. The benefit to this approach is that you can start with a clean slate.  But this design process can be very time consuming. You will need to identify existing resources, create new resources, consult with an instructional designer and colleagues, complete original templates for the course content, and determine the best blend of your online and face-to-face components.

 

Exams and Testing (Assessments)

There are a range of options available for your hybrid students to complete any course-related distance learning exams.

Testing Options for Hybrid Students

Hybrid students can take tests and exams using one of several options — in the classroom, at the Testing Center, via remote proctor, or at an approved testing site. Each instructor will establish his or her own course testing instructions, which will be communicated in your course syllabus. Here are three different ways you can fulfill your hybrid testing requirements, outside of the classroom.

Option 1: Testing Center — Columbia Campus

Proctored exams are available in the Distributed Learning Testing Center on the USC Columbia campus. The appointment-only center is located at 1716 College Street. The center is open Monday through Friday from 9 a.m. to 5 p.m. Walk-ins are not accepted.

             Testing Center Policies for Students

  • You must request a test appointment at least three business days in advance. To request a test appointment, please complete a Campus Proctor Request Form.
  • You are required to bring a valid photo ID with you to your exam.
  • You must bring instructor-specified materials, such as graph or scratch paper, or a calculator, with you to the exam.
  • You will be monitored by audio and video surveillance while in the testing room.
  • Children are not permitted in the Testing Center and should not be left unattended in the waiting area.
  • Food and beverages are not permitted in the Testing Center.

Option 2: Online Proctoring

The secure online proctoring service, ProctorU, lets students schedule exam times and locations that fit their schedules. ProctorU verifies identity and records testing sessions. Each testing session is reviewed by a certified proctor to ensure integrity. Students will be required to pay an $8-14 fee for online proctoring, depending on the length of the exam, directly to ProctorU. They must also have access to a computer with a webcam and reliable internet connection to use ProctorU.

Option 3: Approved Testing Sites

Online students may take an exam at an alternative on- or off-campus approved testing site.  USC offers a number of approved testing sites. To schedule an exam, students must inform Distributed Learning of their preferred testing site, and then contact the site coordinator at least one week before each exam to schedule their appointment.

In a hybrid environment it is essential to have a detailed and extensive syllabus in place and available to students prior to the first class meeting. The syllabus serves as a roadmap for the course.  Each hybrid course could be different in synchronicity, length, structure and technology.  Because the online sessions require the use of technology, including the minimum technical requirements is critical.

Giving students access to the syllabus prior to the first class meeting allows them to be better prepared for discussions around expectations of the course. They can also prepare to have the technology resources needed for the hybrid course.

Items to Address in the Syllabus

Be sure to address course expectations in the syllabus, as well as during the first synchronous class meeting.  Always allow time for questions.

  • Discuss the format of the hybrid course, including the detailed schedule.
  • Include exact dates and times for synchronous class meetings (both in the classroom and online).
  • Discuss the amount of work that is required for the course.
  • Walk through the technology and the course environment.
  • Identify the required assignments and due dates and times.
  • Identify best times and methods for students to communicate with the instructor and fellow students.
  • Provide contact information for technical assistance and academic support.
  • Explain the protocol for cancelled classes.
  • Remind students that with any type of technology, technical glitches can occur. 

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