Online tertiary education has been popular around the world for some time, and is rapidly growing (Allen & Seaman, 2004). Some of the courses offered in this manner are based entirely on distance education (Huff, 2002), that is - synchronous work, asynchronous work, or some combination of the two. Others use what is usually termed hybrid learning (Doering & Veletsianos, 2008), that is – some of the course is given using the traditional face-to-face method, while other parts are given through synchronous and/or asynchronous online methods. Research shows that students who choose to take these courses often exhibit a particular profile: they are graduate students, in their late twenties or older, have families, hold down jobs, and usually embark on their studies in an attempt to improve their professional skills and/or standing (Driver, 2002). These students often choose online education, as it saves them time and money (less travelling involved) and suits their busy schedules (Borady-Ortmann, 2002; Huff, 2002). This seems to be particularly true for teachers, who as a group subscribe to the idea of life-long learning, and often feel the need to improve their technological skills so as not to lag behind their students, as well as learn new teaching skills. In a very interesting article, Guri-Rosenblitt (2005) discusses future directions of online learning and teaching in tertiary education, predicting that most campuses will not convert into entirely virtual entities. Rather she feels that traditional face-to-face learning combined in different ways with synchronous and/or asynchronous online methods is 'the way of the future'. Based on the above, the MEd program offered at Oranim Academic College of Education (Israel), similar to other such programs offered worldwide, seems to be the ideal ground for development of such courses. The program enlists experienced practicing teachers from many fields, offering them a chance to get a graduate degree through part time studies over 2-3 years. The student profile matches the one described above – professional older people with families and generally very busy lives. All the above led the researcher in the direction of developing a hybrid course – one offered through a combination of face-to-face, synchronous and asynchronous online teaching and learning. The research aim of the present study was development of a model for hybrid learning in tertiary education. The research question was: what is the best way to combine face-to-face, synchronous and asynchronous teaching in this context?

The research lasted for two years. The first phase of the study was carried out during the 2007-8 school year, where one form each of synchronous and asynchronous online teaching were added to the original face-to-face course. Feedback was collected from the students using open-ended questionnaires, and the teacher-researcher kept a teaching-research diary throughout the year, noting down important events, thoughts and feelings. The data collected were analyzed using the grounded theory approach (Glaser & Strauss, 1967), highlighting recurrent themes, grouping them into categories. At the end of the school year all the data were analyzed, conclusions drawn, and plans made for an improved model, keeping the synchronous element as well as the face-to-face element, but changing the asynchronous element. This was used in the second phase of the study during the 2008-9 school year, with feedback collected and analyzed in the same manner as in the first phase.

The expected outcomes of the present research are the results of the development process, including both students' and teacher's input, and the consequent suggested model of a hybrid course offered to MEd students at a teachers' college. These are not at present finalized, as can be seen from the timetable described above, but will be finalized in the summer of 2009, prior to the conference. Once developed and fine-tuned, the model will be able to serve as a basis for hybrid courses at tertiary institutions in general and teacher education colleges specifically, throughout the world. Computers have long since turned the world into one giant global village, and courses such as the one described in the present study should suit many different contexts worldwide.