Hybrid Learning at UWB

From the Faculty

The following are some observations made by UW Bothell faculty about the opportunities and challenges of hybrid courses:


Active Learning and Student Collaboration

  • "Increased and more in-depth [student] participation leading to more active learning of content."
  • "There are also collaborative potentials that really are enhanced by asynchronous sharing online."
  • Hybrid/online seems like a better fit for constructivism than F2F, at least sometimes."

Online Discussion and Reflection

  • "Provide ESL and other students who don't like to speak up in larger groups the opportunity to engage in discussions."
  • "Potential for more meaningful discussion, when students can take their time to read, respond, and discuss/post."
  • "Potential for discussion to be more inclusive of all students, because some voices are lost in our rapid fire debates in F2F time."
  • "Students can have time to reflect in ways they may not F2F, and that is quite key."
  • "The vehicle for students who are reluctant to speak up in class but who have wonderful things to say."

Meeting the Needs of Non-Traditional Students

  • "May allow many individuals access that would otherwise have obstacles that keep them away (e.g., juggle of jobs/home obligations; international students)."


Time Management

  • "The time it will take to design the course ... The time it will take to teach the course ... The time it will not save teacher or leaner, even though they may all sign up for the obligation because they are convinced that it will save them said time."
  • "Time to keep up with [discussion board] posts and their posted work ... Planning time."

New Kind of Pedagogy for Hybrid Courses

  • "Reconceptualizing how to accomplish learning objectives."
  • "I am concerned about selecting the appropriate activities for online and F2F work."

Technology Concerns

  • "I am technologically challenged; I fear I will not learn enough to take advantage of the various options available."