Postscript to "Designing and Assessing Hybrid Cinema Studies Courses": Redefining "Hybrid," Modular Design, and Student Evaluations as Research

Because I had previously taught hybrid and fully online courses, my colleagues deemed me lucky when University of Washington shifted to online instruction at the end of last winter. [...]a survey I distributed early in the quarter indicated that enrolled students' computers and Wi-Fi could handle Zoom's system requirements, although some had to cut their video feeds to maintain connection stability. Lynette Watts' 2016 review of research on synchronous and asynchronous discussion observes that "asynchronous interactions allow students to take time to consider their thoughts [and] engage with the content more deeply," findings my students' work affirms (see Figure 1 for a sample discussion board and Figure 2 for a student posting).