In my research regarding hybrid format courses, the second best practice found in the literature was to maximize the traditional classroom learning environemnt by helping learners perpeare for classroom sessions.
Direct from my book (Gray, 2010), "The dual access to course content and navigation also supports learners who cannot attend a class session due to illness, transportation, and similar reasons, allowing them to minimize the impact of the classroom attendance disruption and focus on learning content missed during that session before the next session occurs."
"Online learning tools and components can provide ongoing and dual access to course content and navigation. Learners can download instructor presentations before classroom meetings, bringing the presentation handouts to class. Such preparation for class allows learners to then take strategic rather than copious notes to supplement the presentation information (Blake, 2000; Byrne, 1997; Galloway, 1998; McEwen, 2001; NcNeil & Robin, 2000). As a result, they can spend more time interacting in the classroom with the facilitator and the content. The same is true for student presentations if learners are presenting content during traditional classroom meetings."
Blake, K. R. (2000). Using the World Wide Web to teach news writing online.
Byrne, R. (1997). Written feedback on student assignments: Another look. Business Communication Quarterly, 60(2), 100-108. Retrieved December 27, 2006 from the Business Source Premier database.
Galloway, G. M. (1998). A model of Internet usage for course delivery. Retrieved June 28, 2007, from ERIC database.
Gray, D. K. M. (2010). Hybrid format courses: Best practices and model. Germany: Lambert Academic Press.
McEwen, B. C. (2001, June). Web-assisted and online learning. Business Communication Quarterly, 64(2), 98-103.
McNeil, S. G. & Robin, B. R. (2000). Using web database tools to facilitate the construction of knowledge in online courses. ERIC No. ED444528.
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