We all recognize that technology advances at a rapid pace, and so bargaining units should strive to keep abreast of such changes, be aware of new methods of delivery, and anticipate the implications of such changes in educational technology.
For example, blended courses (also known as hybrid courses) have recently gained significant support among faculty across the nation. Blended/hybrid courses are taught partially on campus in a traditional classroom setting and partially at a distance, most often online. Blended/hybrid courses typically follow a ratio, such as 50% online and 50% on campus, or 75% online and 25% on campus, in accordance with contract and policy language as well as institution, department, and course objectives.

Issues relating to faculty participation in blended/hybrid web-based are the same as fully online courses. However, of the ten major DE issues that we identify here, four require special attention: definitions, compensation, class size, and training and technical support.

It is our position that locals should bargain strong, specific contract and policy language on blended/hybrid courses because they often require just as much — if not more — technical skill, training, development time and resources, and
teaching time and resources as fully online courses.