Designing Hybrid Learning That Resonates
Turning Limited Time Into Meaningful Impact
When I was tasked with teaching college freshman course in a hybrid learning course format, I knew the challenge would be more than just delivering content.
Hybrid Learning Problem #1- The Class
The class met only once a week for 50 minutes, meaning every moment had to be purposeful and engaging.
Hybrid Learning Problem #2- The Students
My students, first-year freshmen from various academic backgrounds, came with different personal and academic experiences, and my goal was to ensure they left each class feeling connected, challenged, and inspired.
Through a blend of experiential learning and interdisciplinary themes, I was able to create meaningful experiences that not only met learning objectives but also resonated with my students on a personal level.
The Hybrid Format Challenge
“Hybrid learning environments pose unique challenges, especially when class time is limited and learning objectives are ambitious.”
One of the biggest obstacles in a hybrid format is determining which subjects can be learned autonomously online and which require face-to-face interaction. Unfortunately, the topics best suited for in-person instruction were often the densest, leaving me with the challenge of condensing complex discussions into a single 50-minute session each week.
Designing Experiential Learning Activities
Leveraging Bloom’s Taxonomy to Maximize Engagement
To make the most of our time together, I leaned into Bloom’s Taxonomy, focusing on the highest levels of learning: analysis, evaluation, but most of all creation. By structuring hybrid learning lessons around these concepts and connecting them through overarching themes, I was able to structure a seamless learning experience that maximized engagement. Bloom’s Taxonomy is a classic (some say a dinosaur)… but I take it to the next level and incorporate my passion for imagination (my art and design background still thrives!). I believe if students aren’t actively creating, they aren’t getting the most out of the lesson.
Experiential Hybrid Learning in Action
To ensure students gained the most from each session, I designed experiential activities that encouraged them to engage with the material through real-world applications. Here are three standout assignments that brought learning to life:
- Budgeting for College
- One Book + Campus Resources Reflections
- Deliberative Dialogue at the Art Museum
Hybrid Learning Lessons
1. Budgeting for College
Objectives:
- Identify and utilize campus tools, resources, and opportunities for academic success, professional goals, and personal development.
- Evaluate and apply financial strategies that promote individual and collective well-being.
- CREATE their first budget… as a team and then on their own.
Activity:
Students participated in an online financial simulation game, working as a class to make financial decisions throughout their first year of college. After completing the game, they worked individually to draft their own budgets, using university financial resources like Financial Aid, Student Accounts, and Scholarship Offices.
Outcome:
The group game was a hit! Students were highly engaged, and the interactive nature of the activity made financial literacy approachable. Many students left class motivated to think critically about their financial decisions, setting the stage for their next assignment.
2. Campus Resources and Common Read (One Book) Reflections
Objectives:
- Summarize key themes of the university’s One Book selection.
- Reflect on personal experiences in relation to the Campus Theme and One Book readings.
- Locate and engage with campus resources for first-year students.
- CREATE a journal gathering their own thoughts and experiences covering the campus they call home.
Activity:
Each week, students either read excerpts from the university’s One Book or visited a specific campus office to introduce themselves. To document their experiences, they were asked to submit reflections in the form of journal entries, illustrations, or creative writing pieces, along with a photo of their visit.
Outcome:
This assignment fostered deep personal reflection, and students responded with vulnerability, honesty, and creativity. Not only did this activity build their connection to campus resources, but it also allowed me to understand each student on a more personal level. It was one of the most rewarding assignments of the semester.
3. Art Museum and Communication Skills
Objectives:
- Define and practice Deliberative Dialogue.
- Utilize principles of active listening and reflection.
- Engage in discussions where consensus may not be possible.
- CREATE a thought provoking argument on an ambiguous subject where there is no right or wrong perspective (mirroring real-world subject matter)
Activity:
Our class met outside the university’s art museum, where I introduced the concept of Deliberative Dialogue. Students were then tasked with finding a piece of art that spoke to them, taking notes, and answering reflective questions. Afterward, we reconvened in the atrium to practice active listening and dialogue, using their chosen artwork as a neutral subject for discussion.
Outcome:
Many students had never been to the art museum before and were pleasantly surprised by how much they enjoyed it. The discussion that followed was rich, allowing students to practice communication techniques in a low-stakes environment before applying them to more complex topics later in their academic journey.
What I Would Change…and Why
If I were to teach this hybrid learning course again, the one thing I would change is the class length. Fifty minutes was simply not enough to fully immerse students in the experiential activities I had designed. An additional 30 to 40 minutes each week would have allowed for deeper discussions and more reflective moments.
Despite this limitation, the course proved that hybrid learning can be meaningful when approached with intentionality and creativity. By prioritizing experiential learning, interdisciplinary connections, and student engagement, I was able to create a class that students valued beyond just earning a grade. More importantly, I walked away from the experience with the affirmation that, when given the right environment, students will always rise to the occasion… they will engage, explore, and embrace learning in ways that extend far beyond the classroom walls.
Lessons in Student Connection and Trust
One of the most fulfilling aspects of teaching this course was the overwhelmingly positive feedback from students. The only complaint I ever received was that they wished we had more time together, both in class and in activities. The safe, engaging environment fostered mutual respect and meaningful discussions, making each session something they looked forward to.
I will leave you with this: On the last day of class, something unexpected happened. When it was time to leave, no one stood up. Instead, they sat in silence, exchanging small smiles with me and one another. Finally, one student broke the quiet by saying, “It feels like the last day of high school all over again.” In that moment, I knew I had succeeded. I had created something beyond a syllabus-driven hybrid learning course. I had built a community.
The Power of Intentional Design in Learning
In my work, I offer expertise for my clients in the eLearning and face-to-face spaces… and as you can see, I also combine both for seamless hybrid learning experiences. You can expect me to hold empathy for yourself, your business, and most especially, your customers as we design together.
I can’t wait to work alonside you!
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Until next time – keep shining for those who would otherwise remain in the dark. Be the light!
