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These guidelines focus specifically on hybrid course design and instruction beginning with Fundamental Questions, moving through Best Practices and also covering pitfalls and practices to avoid.

Hey, Ginny, I liked this post. It is bulleted and right to the point. It also brings up something that concerns me for our students, specifically tidbits for what to do (and NOT do) when students are enrolled in multiple hybrid courses. Thanks

This is a very helpful resource, as it is presented for the novice learner and has lots of basic details that I'm trying to make sense of. Thanks for sharing.

This article talks specifically about the applications of the ADDIE model and the Dick & Carey Model for teaching about culture and intercultural communication. While the authors talk about an English as a Second Language course in Vietnam, their instructional design can be used for any course looks at cultural norms, including languages, linguistics, anthropology, sociology, and human health. Also, while their plans are not specific to an online course, their ideas transfer to an online or hybrid course quite easily. I was really pleased to find this article, especially as it supports my own ideas about using a hybrid of these two models to teach about intercultural communication. It makes concrete the theoretical assignments and organizational tips that I had in mind. I know I will come back to it often.

Researchers use the CoI framework to examine teacher presence and the use of introductory videos.

The author discusses the theory behind online discussions, as well as the potential value of - and problems associated with - online discussions. Some excerpts: "The argument I offer here is that saying an online discussion is a worse version of an IRL discussion is like saying an apple is a worse version of an orange. Disappointment with online discussions because they are not like IRL discussion is like being disappointed with an apple because it is a bad orange." ... "In an IRL discussion, students look, speak, and listen with multiple objects. In online discussion, like during a lecture, students sit and stare at a single object as well: but it is a computer rather than a person speaking. The lecturer is the computer. This lecturer is a screen with a keyboard and includes a complex series of frames within which the student types sentences in varying sequences. By this I am not only talking about video lectures which students watch, but rather more perceptually. In a lecture, the lecturer is the sole object of attention. There is only one object of attention: bracketing the complex material engaged with in the screen, it remains true that students exclusively engage with the screen when learning online. Students in online courses stare at a computer when learning online the same way they would stare at a lecturer speaking, focusing their attention on a single object. At a lecture, it's a person. Online, it's the computer."... "In any case, online discussions are still discussions. It would be a mistake to say all we do during online discussion is stare intensely at a computer. Most of the discussions in my online courses occur asynchronously on discussion boards. On these written discussion boards, for example, we read and write responsively. The whole situation of online discussion is therefore more akin, in this respect, to written correspondence."

From the conclusion: "Participating well in online discussions might be more like writing a good letter or having a good phone conversation, as opposed to a good spoken kind comment in an IRL discussion. We should not expect online discussions to be anything at all like IRL discussions. They are categorically different. In other words, being disappointed with online discussions because they are not like IRL discussions is like being disappointed with apples because they are not oranges." "In planning online courses, generating online assignments, and creating materials for online teaching, it is important to remember that online discussions require students to focus intense attention on a machine, and therefore compels them to cathect and introject that machine. Independently of the fluidity of your module and software, students transfer meanings onto their machines during the learning process rather than a person. While the introjection of machines is an interesting opportunity for further educational research, as an instructor, plan for student participation with this in mind: they are interacting with a machine and not people. An online discussion is more like a computer's lecture than an IRL discussion, no matter how interactive."

Written in 2006, the author shares his tips and tricks for reducing instructor workload after teaching both online and hybrid courses. Two useful tips the author shared are: 1) to create a reference list and share links to references as applicable in each learning module, and 2) to setup appropriate assessments when developing course assignments (such as mixing instructor, peer, and self-assessments) to help instructor manage workload assessment per student.