MODULE 3: DESIGN – HYBRID MODULE

FRAMEWORK

Table of Contents
MODULE 3: DESIGN – HYBRID MODULE FRAMEWORK ................................................................................................. 1
Module Overview ........................................................................................................................................................... 2
Module 3, Task 1(OPTIONAL): Learning and Teaching Online .................................................................................. 3
Module 3, Task 2a: Introduction to Hybrid Design ................................................................................................... 3
Module 3, Task 2b: Check for Understanding ........................................................................................................... 4
Module 3, Task 3a: Asynchronous and Synchronous Learning Assets ..................................................................... 4
Module 3, Task 3b: Check for Understanding ........................................................................................................... 7
Module 3, Task 4(OPTIONAL): Hybrid Module Framework Discussion .................................................................... 7
Module 3, Task 5a: Designing Your Own Hybrid Module Framework ...................................................................... 8
Module 3, Task 5b: Hybrid Module Framework Example ......................................................................................... 9
Module 3, Task 6(OPTIONAL): Design a Hybrid Module Framework...................................................................... 14
Module 3, Task 7: Module Summary ...................................................................................................................... 16

© 2023 by Arizona State University. Module 3 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
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Module Overview
Welcome to Module 3!
Design - Hybrid Module Framework

Now that you have finished the first and second part of the Design stage with the course outline and module
framework, you will begin the third and final part of the Design stage in Module 3. In this module, the focus is on
hybrid design because many times teachers add live or real-time sessions to online courses. One advantage of
using hybrid design for an online course is that it allows you to use your current teaching content and materials
and give immediate and real-time feedback to students.

In this module, you will learn what hybrid design is. You will also learn what the parts of a basic hybrid design
model are. At the end of the module, you will learn about creating a hybrid module framework.

The suggested date for completion of this module is September 10, 2023.

Learning Objectives:

By the end of this module, you will be able to:

• define hybrid design, and asynchronous and synchronous learning

• describe the components of a basic hybrid design model
• design a hybrid module framework
• cascade new knowledge by sharing with a peer

Remember to cascade your new knowledge! Share what you learn in Module 3 with one or more of your peers!

Below is the schedule for Module 3:

Module 4 Schedule

Task Description Time to Complete

1 OPTIONAL: Post on a Learning and Teaching Online Discussion 30 minutes

2a Watch a Video 30 minutes

2b Check for Understanding 25 minutes

3a Read About Asynchronous and Synchronous Learning Assets 30 minutes

3b Check for Understanding 25 minutes

4 OPTIONAL: Post on Hybrid Module Framework Discussion 30 minutes
5a Watch a Video 30 minutes
5b Study the Hybrid Module Framework Example 25 minutes

6 OPTIONAL: Design a Hybrid Module Framework 1.5 hours

7 Watch a Video 15 minutes

CIOC, Module 3, Page 2

M O D U LE 3 , T A S K 1 ( OP T I ON A L ) : L E A R N IN G A N D T E A C H IN G
O N L IN E
Discuss and Share (30 minutes)

This discussion is optional and ungraded.

Have you taken a class online? Have you taught a class online? Many of us
have probably learned or taught online, and there can be advantages or
disadvantages to learning or teaching online. Let’s reflect on our experiences
to help us begin this module.

Instructions
“Untitled” by Hatice Erol is licensed under the Pixabay License.
1. Answer the following questions in a discussion post:
o Describe an experience of taking a class/workshop online OR teaching a class/workshop online.
o What is 1 (or more) advantage(s) to learning or teaching online?
o What is 1 (or more) disadvantage(s) to learning to teaching online?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. In 2-3 sentences, discuss how you feel about your
peer’s experience taking a class/workshop online OR teaching a class/workshop online. Have you had
similar or different experiences? How did your peer’s experience make you feel?

Below is an example from Sarah:

I took a class online last year. It lasted for 6 weeks, and it was on teaching and assessing young learners. We
met once a week for live or in-person sessions. We then had to do a lot of work on our own during the rest
of the week to prepare for the live sessions. The trainer was really organized, and I learned a lot. I believe an
advantage of learning online is that it is so flexible. In the class I took, I could do the work when I wanted
and where I wanted. However, a disadvantage of learning online is the feeling of not having a community.
We only met once a week online, so I did not get to know the other students in the class really well.

M O D U LE 3 , T A S K 2A : IN T R OD U C T I O N T O H Y B R I D D E S I G N
Watch a Video (30 minutes)
Now let's watch a video to learn about hybrid design and asynchronous and synchronous learning.

You can also read a transcript of the video below.

Introduction to Hybrid Design – Video Transcript

Sarah: Now that I have a course outline and a module framework, what do I do next? You know, I keep hearing
about the advantages of online learning. But, the more I think about it, the more I wonder what those advantages
are? I mean, I can’t meet with my students, I can’t look into their eyes while I am teaching, and I can’t imagine how
students work together in groups. Can you guys tell me what the advantages are...for real?
Jessie: Hi Sarah! I know exactly what you mean. Sometimes I feel like when people talk about online learning they
have never done it before. But here is one clear advantage that I really love about online learning. Students can

CIOC, Module 3, Page 3

work both synchronously and asynchronously! And the more I understand about this fact, the better I can use
hybrid design to meet their needs.
Sarah: Synchronous? Asynchronous? Hybrid design? What in the world does any of this mean? Looks like I have
more reading to do!
Narrator: Hybrid design, in online instruction, means that
sometimes the students are learning asynchronously, and other
times they are learning synchronously. Let me explain.
Synchronous learning is when teachers and students work together
at the same time, often in a live session. In the online world,
teachers use synchronous sessions to meet with students, lead a
class, have a group discussion or even get them started on a group
activity.
Asynchronous learning is when the teacher and the students work
separately at different times. For example, you can watch this video
at any time, in any place. This gives you more control over your
education than ever before. Have a busy day? You can watch these
videos at night. Need to study on the weekends? This course will be
here 7 days a week, 24 hours a day.
Sometimes people might think that synchronous learning is always
better than asynchronous learning, but this is not necessarily the
case. Synchronous learning allows students to work together online
in much the same way as traditional class. Asynchronous learning,
however, gives learners the chance to go at their own speed and on
their own time. For example, think about this course. If we had tried
to put all of you into one Zoom meeting, we might crash the system!
But some of the problems with asynchronous learning are that many
students love to interact live with a teacher, and some learning is best
done with everyone listening, thinking, and working together. That is
why many online courses are hybrid. In other words, sometimes
students work by themselves outside of class or asynchronously, and
sometimes they work with the teacher and other students
synchronously. In hybrid design, teachers may decide to create live or
synchronous parts so that they can meet with students and help them
learn the asynchronous materials. But how do online designers blend
or mix synchronous and asynchronous parts together? Let’s find out!

M O D U LE 3 , T A S K 2B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need at
least 7 out of 10 points.

<<This quiz can only be taken online>>

M O D U LE 3 , T A S K 3A : A S Y N C H R ON OU S A N D S Y N C H R O N OU S
L E A R N IN G A S S E T S
Read About Asynchronous and Synchronous Learning Assets (30 minutes)

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Hybrid Design
Hybrid design, in the online world, is designing a course that includes both synchronous and asynchronous
learning assets. This kind of online education is sometimes called blended learning. Remember asynchronous
learning is when the teacher and the students work separately at different times. Synchronous learning is when
the teacher and the students work together at the same time, often in a live session. In the basic hybrid design
model, teachers design an online course with both synchronous and asynchronous learning assets. As a teacher
designing an online course, you will want to think about which learning assets could be done live or synchronously
and which could be done outside of those live classes or asynchronously.

Which learning assets could be asynchronous?

When students can use the learning assets without the teacher or group, those assets can often be asynchronous.
For example, students can use learning assets like grammar videos, readings, and listening assets by themselves.
Each student can use the assets separately and at different times than the other students in the class. Another
example of learning assets that are typically used asynchronously are discussion boards, where students respond
at different times to the same question or prompt.

Which learning assets could be synchronous?

When you want the students to use the learning assets with the other students, or with you and the other
students, those assets can often be synchronous. For example, students can use learning assets like grammar
application, post-reading, and post-listening activities together and at the same time. Teachers often choose which
learning assets should be live or synchronous when they want to give more support to their students or increase
student engagement.

Deciding when to use asynchronous and synchronous learning assets.

Some teachers think of asynchronous as the “instruction,” and live synchronous sessions as the time to “practice”
the instruction. You can think about which learning assets students can use by themselves and which assets
students should use with others. The two types of learning assets, asynchronous and synchronous, are "blended"
or included in a module to maximize or increase student learning. For example, students watch a grammar video
by themselves in an asynchronous asset, and then they practice using the grammar with other students in a
synchronous asset. In the synchronous asset, the teacher is also there to help and answer questions.

Below is a list of asynchronous learning assets and a list of synchronous learning assets. These lists show what
many teachers do. However, you can choose which learning assets should be asynchronous and synchronous in
order to meet your students' needs.

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You can plan the synchronous learning assets you will use in each module according to when you will
meet live with your students. The synchronous learning assets you choose will likely depend on if you meet with
your students at the beginning, middle, or end of the module.

What do you do at the beginning of a module?

If you meet with your students at the beginning of a module, you can introduce the topic, pre-
teach vocabulary, and have a conversation with students.

What do you do in the middle of a module?

If you meet with your students in the middle of a module, you can answer questions about a reading or a listening
activity. You can also go over difficult language content, such as a grammar point or ideas from a reading. You can
do more with the readings and listening assets by using group and pair work to get your students talking about the
topics in the readings and videos. You can also ask questions as a way to pre-test your students and give them
instructions to be successful for any final assessment tasks at the end of the module.

What do you do at the end of a module?

If you meet with your students at the end of a module, you can assess the performance of your students by asking
a series of questions or having them do a presentation. Often, when teachers meet with students at the end of the
week, it is a chance to celebrate what the students have done. For example, students might be invited to share a
song or poem they have written, recite a paragraph they have memorized, or present on a topic that they have
studied.

CIOC, Module 3, Page 6

Summary
By having an understanding of both asynchronous and synchronous learning assets, you will be better prepared to
meet the learning needs of your students. Later in this module, you will watch a video to help you design a hybrid
module framework. Then you will study Sarah’s example hybrid module framework and see how she has used this
basic hybrid design model to design her online course.

M O D U LE 3 , T A S K 3B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need at
least 7 out of 10 points.

<<This quiz can only be taken online>>

M O D U LE 3 , T A S K 4 ( OP T I ON A L ) : H Y B R ID M OD U L E
F R A ME W OR K D IS C U S S I O N
Discuss and Share (30 minutes)

This discussion is optional and ungraded.

You have just learned about asynchronous and synchronous learning assets in
hybrid design. It is important to cascade your new knowledge by discussing
takeaways, or things you have learned, with your peers in your teaching context.
This will help you to better understand the information and to use the basic
hybrid design model. To help you prepare for designing your own hybrid module
framework, let’s discuss!
“Untitled” by Mohamad Hassan is licensed under the Pixabay License.

Instructions

1. Answer the following questions in a discussion post:

o What are 2 takeaways about asynchronous and synchronous learning assets in hybrid design
that you will share with a peer in your teaching context?
o Look at your module framework. What 2-3 synchronous learning assets would you add to your
module framework?
o Explain why these 2-3 learning assets would be good to do synchronously or “live” with
students.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Choose a learning asset discussed by a peer. In 2-3
sentences, explain why this learning asset would or would not work well as a synchronous asset in your
module framework.

Below is an example from Sarah:

I did not understand the difference between asynchronous and synchronous, but now I do! So that is the first
takeaway I will share with a peer from my school. The second takeaway is about the learning assets that are
usually synchronous. It is good to have a list that I can share with my peer. 2 synchronous learning assets that
I would add are vocabulary and grammar practice activities. I would add these because I think it is important
for students to practice the vocabulary and grammar in more real-world activities after studying them. These
activities would be easier to do in “live” sessions.

CIOC, Module 3, Page 7

M O D U LE 3 , T A S K 5A : D E S I GN IN G Y OU R OW N H Y B R I D
M O D U LE F R A ME W OR K
Watch a Video (30 minutes)
Now that you have read about a hybrid module framework, let's watch a video that will help you to design your
own hybrid module framework.

As you watch the video on designing your own hybrid module framework, think about the following questions:

• Why does Sam tell Sarah to look for places within the lesson where students could be helped by a
live, synchronous session with the teacher?
• What are some examples of activities that Jessie, Sam, and Sarah think would be good synchronous
assets?

You can also read a transcript of the video below.

Designing Your Own Hybrid Module Framework – Video Transcript

Sarah: OK, I already have a module framework, but now I need to add synchronous learning assets to it to make a
hybrid module framework. That sounds difficult! And I see other people have said the same thing in the
comments. Time to set up a meeting with Jessie and Sam. I promise to record the meeting and post it.
Sarah: Jessie, Sam, are you there?
Jessie: I’m here!
Sam: Me too!

Sarah: I’ve been reading about hybrid design, and I think it would be helpful for my students. I am able to meet
with them in live, or synchronous, sessions once a week, so I was wondering if you could help me brainstorm about
adding synchronous learning assets into the module framework that I just created. Any ideas?

Jessie: Sure! I think I can help. One of the first things I do when I want to create a hybrid design is take my module
framework and decide which activities could be synchronous, and which activities could be asynchronous. Do you
have your module framework for us to look at?

Sarah: Sure. Let me share my screen.

Jessie: I see it. Okay, so one thing I would do is add a column

that says “synchronous or asynchronous.”

Sarah: Okay, got it.

Jessie: Now you’ll look carefully at each of your learning assets

and decide which activities could be synchronous, and which
could be asynchronous.

Sarah: Okay, so my module overview, my warm-up, my vocabulary list and quiz, all of those things will be easy for
participants to complete on their own, so they will be asynchronous.

Jessie: You got it.

Sarah: But I really think that it would be great if I were able to have a live vocabulary activity with my students.

CIOC, Module 3, Page 8

Sam: What a great idea, Sarah. I was just going to add to what Jessie was saying. In the module framework, I look
for places within the lesson where students could be helped by a live or real-time session with the teacher. That is
how I decide if I should make the learning assets synchronous. And the vocabulary activity is a perfect example of
that.

Jessie: I agree. Another good place to do a synchronous or live session is the warm-up. This can be an opportunity
for you to meet with the students and do an activity together to get them ready for the new lesson.

Sarah: Hmmm...yes. That is a good idea, but do I have to? I think it would be better for me to leave it as
asynchronous.

Jessie: Definitely not. You can decide what is best for your class.

Sarah: Great. Now, in the second part of my module, the video, the grammar focus, and the quiz, could all be
asynchronous, but I might want to add a live or synchronous activity to support all of that learning. How about a
listening activity?

Sam: Yes! You could do a pre-listening or a post-listening activity synchronously.

Sarah: Oh. I think I will do a post-listening activity with my students and then have some questions on the page
with the listening that they can prepare at home before doing the listening. How does that sound?

Jessie: Perfect! And you could do a live synchronous grammar activity in that section as well.

Sarah: Good idea. I see what to do now. Now I am going to introduce my reading section. What if I have a live
synchronous pre-reading activity, you know, like have the teacher meet with students in pairs and discuss a topic?

Jessie: What a great idea! And during the reading you can also have grammar or comprehension activities that you
do live as well.

Sarah: But what about during the last part of my module? I think all of those learning assets are asynchronous.
Maybe there is something I could add. Any ideas?

Sam: Well, I like to have my students meet with me and share their final task assignment with other students. That
gives them a chance to share their ideas and compare them with others.

Sarah: Wow! So, you meet with them more than once a week? That’s great!

Sam: It is great. And if you are able to meet with your students several times a week, that is a great advantage. If
you can’t, then you need to decide the most helpful time to meet them during the module.

Sarah: Got it. I think I have a plan! Thank you, guys, for all your help.

M O D U LE 3 , T A S K 5B : H Y B R ID M OD U L E F R A ME W OR K
E X A MP L E
Study the Hybrid Module Framework Example (25 minutes)
With some more help from Jessie and Sam, Sarah has decided to use the basic hybrid design model for her online
course. By using the hybrid design model, she can have both asynchronous activities where students work without
her or the other students in the course and synchronous activities where she can answer questions, explain

CIOC, Module 3, Page 9

difficult ideas and students can work together. Below is Sarah’s hybrid module framework for a typical module in
her course. She took her module framework from Module 3 and changed it to a hybrid module framework.

Read through the hybrid module framework and notice the different learning assets and how she has organized
them. As you read the framework, think about the following questions:
• Which learning assets are asynchronous? Why did Sarah choose to do these activities
asynchronously?
• Which learning assets are synchronous? Why did Sarah choose to do these activities synchronously?
• Where did Sarah add the synchronous learning assets - the beginning, the middle, or the end of the
module?

Study the hybrid module framework below.

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CIOC, Module 3, Page 11
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CIOC, Module 3, Page 13
M O D U LE 3 , T A S K 6 ( OP T I ON A L ) : D E S I GN A H Y B R ID M OD U LE
F R A ME W OR K
Design a Hybrid Module Framework (1.5 hours)
This task is optional and ungraded.

Now it’s your turn! Design a hybrid module framework based on your learner story and course outline. Think about
which learning assets are suitable for the beginning, the middle, and the end of each module. Add at least one
synchronous activity to each part of the module.

Instructions:
1. Use the hybrid module framework template below for optional Task 6.
2. Use the template to create your hybrid module framework.
- Review your module framework from Module 2.
- Add a new synchronous learning asset to each part of the module: the beginning, middle, and
end.
- Add 3 (or more) new synchronous learning assets to your framework. Your hybrid module
framework should have 9 (or more) learning assets in total.
- Include the description and type for each learning asset and if each learning asset is
“synchronous” or “asynchronous.”
3. Self-assess your work using the rubric below.

Module 3, Task 6: Self-Assessment Rubric

Criteria Ratings

Excellent Good Needs Improvement

I included 9 (or more)

I 5-8 learning assets in my I included less than 3
Completion learning assets in my
Hybrid Module learning assets in my Hybrid
Hybrid Module
Framework. Module Framework.
Framework.

I included a description
I wrote a clear
and type for each
description for each
learning asset, but these
learning asset. I included I did not include a
Description, Type, may be unclear or
an appropriate type for description, type, and/or
Synchronous or inappropriate. I labeled
the learning asset. I label as synchronous or
Asynchronous Label each learning asset as
labeled each learning asynchronous for each
synchronous or
asset correctly as asset.
asynchronous, but some
synchronous or
may be labeled
asynchronous.
incorrectly.

I added synchronous
I added a synchronous
assets, but one of the
Synchronous Assets asset for each part of the I did not add synchronous
parts of the module may
module (beginning, assets to my framework.
be missing a synchronous
middle, and end).
asset.

CIOC, Module 3, Page 14

Design a Hybrid Module Framework - Template
Now it’s your turn! Design a hybrid module framework based on your learner story and course outline. Think about
which learning assets are suitable for the beginning, the middle, and the end of each module. Add at least one
synchronous activity to each part of the module.
This task is optional and ungraded. Use the rubric on the Module 3, Task 6 page to self-assess your work.

Instructions
1. Review your course outline. Write your course objectives below.
Course Objectives:
By the end of the course…
• X
• C
•

2. Create your module framework below.

• Copy and paste your module framework from Module 2 below.
• Add a new synchronous learning asset to each part of the module: the beginning, middle, and end.
• Add 3 (or more) new synchronous learning assets to your framework. Your hybrid module framework
should have 9 (or more) learning assets in total.
• Include the description and type for each learning asset and if each learning asset is “synchronous” or
“asynchronous.”

Module Learning Asset Description Type Synchronous

Beginning, or
Middle, or Asynchronous
End

CIOC, Module 3, Page 15

 *Stop here or plan
additional learning
assets as needed.

M O D U LE 3 , T A S K 7 : M OD U L E S U M M A R Y
Watch a Video (15 minutes)
Now watch a short closing video that summarizes the module's main points and previews the next module.

You can also read a transcript of the video below.

Summary of Module 3 – Video Transcript

Narrator: In this module, you learned about the basic hybrid design model. You also learned about synchronous
and asynchronous learning assets and created a hybrid design
module framework. In your framework, you made sure to think
about both synchronous and asynchronous assets. Remember,
when you design a hybrid module framework, you are really
thinking about how the teacher will help students throughout
the course to achieve the objectives.

Now let’s talk about the ADDIE model again. As we have

suggested, when you analyze, you build a foundation for your
course by understanding students, teachers, and
administrators.

Next came design, where you began to build on top of the

foundation by creating the scaffolding...the course outline, the
module framework, and a hybrid module framework.

Now you are ready to develop. What does it mean to develop?

It means that now you get to make the learning assets within
the course!

Thanks for watching. And as always, remember to cascade new

knowledge by sharing what you have learned with your peers!

CIOC, Module 3, Page 16