The delivery of course content varies in a distance learning environment. Many instructors and designers find that a hybrid, or blended, delivery system works the best for enriching student learning and accommodating the distance learning students' lifestyle. A hybrid delivery system allows instructors to use a variety of technology to create a variety of communication, teaching and learning opportunities. The table below provides you with a sample of models that are currently being used in hybrid distance learning delivery.

A hybrid course blending WebCT and streaming RealMedia lecture.

• Before looking at these models in detail, you might want to read "Synchronous vs. Asynchronous: Some Thoughts," (http://www.webct.com/service/ViewContent?contentID=2339346) by Dr. Murray Goldberg, University of British Columbia, to get a handle on the concepts of using synchronous course delivery, (real-time interaction) vs. asynchronous course delivery  (accessed at users convenience.)
• For an indepth exploration of this concept check out: "Innovations in Online Learning: Moving Beyond No Significant Difference", (http://www.center.rpi.edu/PewSym/Mono4.html) by Carol A. Twigg from the Pew Symposia on Learning and Technology

Hybrid Model	Technology Used	Strengths and Weaknesses
Streamed video lectures and learning management system (LMS)	Well equipped teleclassroom with high-quality cameras and media scanning and conversion hardware to record lectures Technical staff assistance with production Streaming software, hardware and server LMS server and software with Internet tools used for feed back, communication, handout distribution, testing and assessment and general management of course activities LMS security and content backup software and hardware 24/7 server support staff	Streamed lectures from teleclassroom can be viewed live, or synchronous, or archived for later viewing. Convenient for students who can choose synchronous or asynchronous delivery Does not require the large time and resource investment in creating content delivered solely for the web Lectures can be reviewed by students Usually requires high bandwidth Internet connection and properly set media players for satisfactory student results No or little synchronous, or face-to-face interaction (like two-way videoconference provides) among students and instructor
DVD, CD-ROM or videotape-based lectures and LMS	Well equipped teleclassroom with high quality cameras and media scanning and conversion hardware to record lectures Technical staff assistance with production LMS server and software with Internet tools used for feed back, communication, handout distribution, testing and assessment and general management of course activities LMS security and content backup software and hardware 24/7 server support staff Equipment and software for converting or recording video to the different distribution formats Cost effective and timely duplication and shipping service	High-quality recorded lectures from a teleclassroom can be viewed without the Internet, on home based technology Convenient for students who can choose asynchronous delivery Does not require the large time and resource investment in creating content delivered solely for the web Lectures can be reviewed by students Does not require high bandwidth Internet connection for satisfactory student results No synchronous interaction among students and instructor Usually extra cost, or fee, to students for media duplication and shipping
Two-way interactive videoconference and LMS	State- or region-wide two-way video network with accessible remote sites and well equipped origination site (teleclassroom) IP (Internet Protocol) Videoconferencing encoding and decoding hardware and software at all sites or on desktop computers with "eyeball" or personal cameras and microphones LMS server and software with Internet tools used for feed back, communication, handout distribution, testing and assessment and general management of course activities LMS security and content backup software and hardware 24/7 server support staff	Two-way interactive videoconference provides live interaction among remote student sites and between instructor and students Optimal for discussions, feedback, standard classroom teaching and learning techniques Does not require the large time and resource investment in creating content delivered solely for the web Some course activity occurs asynchronously on the web Number of videoconference session per semester can be reduced by shifting some activity to the Web Students have to take specific time form their schedule and dire to a remote site Technical problems may occur frequently

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