
















































Microsoft Word - 3094-JOTLT.doc


Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 4, December 2012. Pp. 57 – 58. 

	
  

Book Review 
 

How to Design and Teach a Hybrid Course: Achieving Student-
Centered Learning through Blended Classroom, Online and 

Experiential Activities 
 

Gordon Hensley1 
 

Citation: Caulfield, J. (2011). How to Design and Teach a Hybrid Course: 
Achieving Student-Centered Learning through Blended Classroom, Online and 
Experiential Activities. Sterling, VA: Stylus Publishing. ISBN: 9781579224226 
 
Publisher Description:  This practical handbook for designing and teaching hybrid 
or blended courses focuses on outcomes-based practice. It reflects the author’s 
experience of having taught over 70 hybrid courses, and having worked for three 
years in the Learning Technology Center at the University of Wisconsin-
Milwaukee, a center that is recognized as a leader in the field of hybrid course 
design.  

Jay Caulfield defines hybrid courses as ones where not only is face time 
replaced to varying degrees by online learning, but also by experiential learning 
that takes place in the community or within an organization with or without the 
presence of a teacher; and as a pedagogy that places the primary responsibility of 
learning on the learner, with the teacher’s primary role being to create 
opportunities and environments that foster independent and collaborative student 
learning.  

Starting with a brief review of the relevant theory – such as andragogy, 
inquiry-based learning, experiential learning and theories that specifically relate to 
distance education – she addresses the practicalities of planning a hybrid course, 
taking into account class characteristics such as size, demographics, subject 
matter, learning outcomes, and time available. She offers criteria for determining 
the appropriate mix of face-to-face, online, and experiential components for a 
course, and guidance on creating social presence online. 

The section on designing and teaching in the hybrid environment covers 
such key elements as promoting and managing discussion, using small groups, 
creating opportunities for student feedback, and ensuring that students’ learning 
expectations are met.  

A concluding section of interviews with students and teachers offers a rich 
vein of tips and ideas.  

 
How to Design and Teach a Hybrid Course: Achieving Student-Centered Learning through 
Blended Classroom, Online and Experiential Activities by Jay Caulfield offers a summary of 
effective pedagogy one can apply to any classroom, and proposes practical design tips for 
teachers of hybrid courses. 

	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
1 Associate Professor and Theatre Education Coordinator, Department of Theatre and Dance, Appalachian State University, 
gordonhensley@att.net  



Hensley, G. 

Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 4, December 2012. 
jotlt.indiana.edu 

58 

 
Effective teachers often find themselves redesigning curriculum, researching new pedagogical 
approaches, and seeking refreshing changes to their courses. This helpful text provides an 
introduction to the hybrid model, teaching pedagogy, and designing a hybrid course. The book 
also highlights interview data about hybrid learning, teaching, and best practices.  Caulfield 
concludes with actual interview data from hybrid course students and teachers, which is a clever 
way to investigate both sides of the hybrid experience.  

The language of this book is directly aimed at teachers. Jay Caulfield succinctly explains 
hybrid learning and teaching, compares pedagogy styles and learning theories with a focus on 
experiential learning, and she compares traditional teaching to hybrid teaching.  The book 
includes useful charts and samples of key components for visual learners. Caulfield dedicates 
two entire chapters to hybrid course learning strategies: discussion, and small group.  In each 
chapter, Caulfield clearly previews information to be covered, gives information, provides 
examples, and ends by summarizes the information. The text is broken up into small, easily 
digestible, one-to-two paragraph sections.  The book is absolutely accessible and not written 
solely for the tech savvy expert as one might expect.  This text is applicable to all teachers. 

From this book, teachers can expect to learn:  
• The concept of hybrid learning and teaching; 
• Skills and ideas for effectively creating hybrid learning experiences; and 
• Data-driven justification for hybrid teaching and learning. 
This text would be most useful as a resource to consider when preparing or redesigning a 

course, whether it be online, hybrid, or face-to-face. Teacher training programs could also 
recommend this book to their students because of the survey of pedagogical styles. Reading this 
book with time to reflect on each chapter is thought provoking as there are opportunities for 
practical application throughout.  Caulfield seems to genuinely want to share her depth of 
knowledge and experience.   The final reflection reveals her intentions with this book: “what I’ve 
written is, in essence, a reflection and culmination of my life experiences as a learner and a 
teacher.” Her years of teaching and curriculum design experience are humbly reflected in this 
practical text. 


