According to Virginia SCHEV Statewide Strategic Plan Gap Analysis Memo Addendum 2014, “students in hybrid classes that blend online instruction with a face-to-face component perform as well academically as those in traditional classes. Therefore, hybrid education may be an effective alternative to the standard classroom approach, but it is not an easy transition. Faculty members who are committed to using these techniques, and who are well trained in blended and hybrid education and its technologies, are essential to success. Because these approaches change the traditional classroom model, students, too, must have a clear understanding of what is expected of them in this new environment. “

The Memo mentions “Northern Virginia Community College (NOVA) that has a course for faculty to help them learn how to design and manage a blended course. I think it is a worthy effort on the part of NOVA, but I am interested in more advisory networks that encourage customized transition from traditional to hybrid courses. For the past decade, I have been experimenting with innovative methods to offer hybrid courses and refresh traditional courses with innovative use of technology tools, but it remains a time consuming undertaking with limited resources. Collaborative networks seem desirable as faculty experiment and design hybrid courses.