Students as Producers in Hybrid Courses: Case Studies from an Interdisciplinary Learning Circle


Using five case studies from the hybrid course initiative at Guttman Community College, City University of New York, this paper explores a focus on students as active participants in the learning process, ways to foster inquiry in the out-of-classroom space and how to maintain the dynamic nature of producing knowledge through innovative and engaging assignments in the teaching and learning process. It relates the experiences of faculty members, who were inaugural participants in an interdisciplinary hybrid learning circle, in designing and teaching hybrid courses (50% in class and 50% online/out of class) to increase student engagement and the student creation of products beyond written assignments for the online space, using multiple technologies as tools.  It relates the specific benefits and challenges of discussing and developing hybrid courses in community with a focus on the simultaneous co-development and integration of pedagogical strategies and technological components to promote inquiry, connection, active learning and, ultimately, social justice through the collaborative co-production of knowledge with both colleagues and students.


Baines, K. (2015). Applying gender norms: innovative research and reporting. NILOA.

Dengler, M. (2008). Classroom active learning complemented by an online discussion forum to teach sustainability. Journal of Geography in Higher Education, 32(3), 481-494.

Gatta, M., Boushey, H., & Appelbaum, E. (2009). High-touch and here-to-stay: future skills demands in US low wage service occupations. Sociology, 43(5), 968-989.

Goomas, D. (2015). Integrating real-time antecedent rubrics via Blackboard™ into a community college general psychology class. Community College Journal of Research and Practice, 39(2), 122-131.

Hoskins, Sherria L. and Van Hooff, Johanna C. (2005). Motivation and ability: which students use online learning and what influence does it have on their achievement? British Journal of Educational Technology 36 (2).

Ito, M., Antin, J., Finn, M., Law, A., Manion, A., Mitnick, S., … Horst, H. A. (2009). Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media. MIT Press.

Kolb, D (2014) Experiential Learning: Experience as the Source of Learning and Development, 2nd edition. Pearson.

Kuntz, Tom (October 17, 2008). “The Buzz for ‘Edupunk’”. New York Times. Retrieved 2008-10-17 from

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.

Levine, A. (2014). A MOOC or Not a MOOC: ds106 Questions the Form. in Invasion of the MOOCs: The promises and perils of massive open online courses. Edited by Krause, S. D., & Lowe, C.

Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.

Meyer, K. A. (2014). How community college faculty members may improve student learning productivity in their online courses. Community College Journal of Research and Practice, 38(6), 575-587.

Richardson, Jennifer C. and Tim Newby (2006). The Role of Students’ Cognitive Engagement in Online Learning. American Journal of Distance Education. 20(1).

Rodriguez, C. O. (2012). MOOCs and the AI-Stanford like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open, Distance and E-Learning, 15(2). Retrieved from

Stahl, G. (2009). Studying Virtual Math Teams. Springer Science & Business Media.

Wladis, C., Conway, K. M., & Hachey, A. C. (2015). The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context. Community College Review, 0091552115571729.
How to Cite
. Students as Producers in Hybrid Courses: Case Studies from an Interdisciplinary Learning Circle. International Journal for Scholarship of Technology Enhanced Learning, [S.l.], v. 1, n. 2, may 2017. ISSN 2472-5161. Available at: <>. Date accessed: 11 nov. 2019.


hybrid course; experiential learning; social media; active learning