Three years ago Penn State embarked on a small initiative to redesign some large introductory classes that would incorporate principles of active learning, personalize the learning experience, and increase academic performance, while not increasing faculty workload. Three years later, we have learned some intriguing facts about online and hybrid courses. Before we add an additional 40 courses to our roster, we'd like to share what we've learned about the process of designing, delivering, and assessing such courses.
