What is a hybrid or fully online course?
Online and hybrid instruction means that student learning and academic activities happen outside of the traditional brick-and-mortar classroom. These learning activities are usually supported through web-based technology. The activities may include things such as on-line lectures, on-line discussions, on-line tutorials and projects, posting to blogs, wikis and other social networking sites, as well as webinars, podcasts, and real time teleconferences.
Please click on the following to see how modes of instruction are defined at CUNY for the Fall 2021 semester: https://enrollmentmanagement.baruch.cuny.edu/registrar/schedule-of-classes/
The information listed below refers to previous semesters.
The following CUNYfirst designations and definitions are based on a memo from CUNY’s University Registrar in April 2014. The “simplification” comes from another CUNY site.
|CUNYfirst DESIGNATION||CUNYfirst DEFINITION||SIMPLIFICATION|
|P||In-Person. No course assignments and no required activities delivered online.||
In-Person.100% of scheduled class meetings are in traditional physical classrooms.
|W||Web-Enhanced. No scheduled class meetings are replaced, but some of the course content and assignments, as well as required or optional activities, are online.|
|PO||Partially online. Up to 32% of scheduled class meetings are replaced with online activities or virtual meetings.||Hybrid. Some scheduled class meetings, but less than 100%, are replaced with online activities or virtual meetings.|
|H||Hybrid (Blended). Between 33% and 80% of scheduled class meetings are replaced with online activities or virtual meetings.|
|O||Online. More than 80% but less than 100% of scheduled class meetings are replaced with online activities or virtual meetings.|
|FO||Fully online. 100% of scheduled class meetings are replaced with online activities or virtual meetings. All of the class work, including exams, is online.
|Fully online. See the CUNYfirst definition to the left.|
While these are the definitions used to determine that status of the class, there are myriad models for how to make use of flexible course structures and time. The resources below provide a brief overview of hybrid/online teaching and learning.
- CTL Student Guide for Hybrid and Online Classes
- CTL Faculty Guide for Hybrid and Online Learning
- Hybrid and Online Syllabuses
- Evaluation Criteria for Hybrid and Online Learning
Are there faculty development opportunities for teaching Hybrid/Online courses?
The CTL’s Hybrid Seminar is a terrific opportunity for Baruch faculty who have limited to no experience teaching in an online/hybrid format. Seminar participants (Faculty Fellows) will be encouraged to think creatively about how teaching in this format can open up new pedagogical opportunities within and across disciplines. With the guidance of the CTL staff and feedback from other faculty fellows, participating faculty will develop syllabi, assignments, assessments, online learning resources, and digital spaces for their course. Faculty Fellows will be matched with a CTL staff ‘buddy’, whose role is to support and collaborate with the Faculty Fellow throughout the semester.
The CTL’s Hybrid Seminar is offered during the fall or spring semester. If you are interested in participating, please email firstname.lastname@example.org.
Questions and considerations for faculty members teaching a hybrid course for the first time are outlined below. To set up and consultation appointment to for assistance designing a hybrid course, email email@example.com.
- Feeling stressed about studying for your online course?
- When you can’t require the webcam
- Guidelines for Teaching in a Distance Learning Environment During COVID-19
- Prepare Your Fully Online Course: Last Minute Course Prep Checklist
- Assessment in Online Classrooms
- (Re)humanizing the Online Classroom
- Is Taking Notes By Hand Better for Students?
- Hybrid Course Prep Timeline
- Report on Online Learning at CUNY
- Ideas for Peer Review
- CTL “Make-up Class” Guide
- Teaching Ideas for Online Class Sessions
- What Students Wish That Professors Understood
- OER Overview
- Hybrid Course Planning 101
- Checking student understanding with Plickers
- Multimodal assignments
- Contextualizing “Fake News”
- Engaging with Sources in the Era of Fake News: Faculty Resource Guide
- Students in Hybrid Sections Outperform those in Traditional Face-to-Face Classes on a Common Final
- Excel Online: Results from Fall 2016
- OER Resources
- Discussion Resources on other CUNY campuses
- Listening, Improv, & Fostering Digital Literacy: Discussion in the Post-Election Classroom
- How do I promote inclusivity? How do I promote bipartisanship?
- Academic Freedom
- Challenging Discussions – Ideas for different activities, lessons, and readings
- Getting the Discussion Started
- Preparing for Challenging Discussions
- Challenging Classroom Discussions
- “What do we do now?”: Teaching after the Election
- Student Survey Results of the Online Excel Learning Module, Spring 2016
- The Need for Common Finals in Core Courses: Evidence from Principles of Microeconomics
- Mapping Data Through Network Analysis
- CTL git workflow
- Creating Basic Heat Maps with Microsoft Excel
- Modeling Complex Scenarios with NetLogo
- Results from the Randomized Field Experiment in Economics 1001
- Comparing Student Performance in a Hybrid vs. Traditional Section of STA 2000
- Comparing Student Performance in a Hybrid vs. Traditional Format of MKT 3000
- Performance of the Excel Project in Spring 2014
- Course Design: To Get to the Beginning, Start at the End
- Framing the Challenges and Opportunities of Taking a Course Online
- Zicklin’s Experiment in Hybrid Learning
- Welcome to ZOLE-Zicklin’s Online Learning and Evaluation Initiative
- Introducing Excel into Zicklin School of Business Curriculum
- Taking Attendance When Technology is Present: Using Magnetic Swipe Readers
- Taking Attendance When Technology is Present: Using Optical Barcode Scanners
- Hybrid classes in Baruch College – interviews with faculty and students