HYBRID DUAL ENROLLMENT

BEST PRACTICES GUIDE: COURSE DESIGN

FERRIS STATE UNIVERSITY
DOCTORATE IN COMMUNITY COLLEGE LEADERSHIP

BEST PRACTICE

TOOLS & TECHNIQUES

STRATEGIC OUTCOMES

First Class:
Face-to-Face

Personal contact and introduction with faculty and cohort.

Course policies established and
demonstrations of all technological tools to be used in course
provided. Interactive learning
game or tool to engage cohort
with one another.

Opportunity to develop personal

relationships with faculty and each
other. Students should get the
college feel of being treated as
adult, independent learners;
responsible for their own learning
outcomes.

Student, Faculty,
& Support Staff
Course Photo
Directory

Photos borrowed from student ID

cards should be paired with college email addresses to put a
name with a face for use during
the course.

Students and faculty should be able

to link names with faces when
communicating in a web-based
environment to develop a sense of
association and community.

Immediate Exposure to
Communication,
Learning, Assessment,
and Feedback Tools

Student engagement in
collegiate email, threaded
discussion, downloadable files,
videos, streaming presentations,
and document submission.

Familiarization with diverse communicative and learning tools early in

the course will set the stage for
successful utilization of diverse
technologies throughout the course.

Faculty development of brief

(less than 15 min) virtual lectures
during online weeks to reinforce
and direct key learning
exercises.

Student/teacher interaction need not

end after face-to-face sessions.
Virtual lectures are a way to
reconnect, reinforce, and explain
weekly learning activities.

Development and facilitation of

student to student communication and peer-based learning.

Students should engage each other

in strategic dialog related to critical
thinking course material in support
of key learning outcomes with the
direction of the faculty.

Virtual office hours where

students can chat with faculty
regarding the course.

Provides an opportunity to engage

in personal dialog with students
when not in the classroom. Supports
use of varying technologies to
communicate.

Face-to-face time should focus

on key learning moments:
problem/scenario activities, case
studies, role playing,
demonstrations, and other
activities augmented through
online learning.

Face-to-face and online learning

components should be recognized
as separate and distinct. Face-toface time should be maximized
through high-impact course components that serve to reinforce and
engage past and future online
components.

Feedback
on Grades

All graded assignments uploaded

to the course page should have
concise instructor feedback.

Feedback in face-to-face sessions is

anticipated and serves as an
opportunity to underscore or
emphasize instructor expectations;
the same should hold true for online
assignments.

Prompt
Feedback
Promise

Faculty and learning support staff

should respond to student
questions or comments within a
specified timeframe.

Removes barriers associated with

the disconnected nature with
online learning. Provides another
medium to ensure student success
is achieved through active guidance.

(Student/Content Interaction)

Concise Weekly
Learning Lectures
(Student/Teacher Interaction)

Threaded Discussions
(Student/Student Interaction)

Online Office Hours

(Student/Teacher Interaction)

Face-to-Face:
Designed-Based Learning
Opportunities