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A project sponsored by the Andrew W. Mellon Foundation at the University of California, Davis, evaluated ten large undergraduate courses offered as both traditional and online versions. The online versions were typically hybrid models and experience with developing these courses led to an extension of the hybrid model to three components. Two components are online, one fully asynchronous and the other synchronous or nearly so. The third component is face-to-face. The model accommodates different teaching styles and can accommodate different learning styles dynamically when fully implemented. The approach is well suited to a traditional undergraduate curriculum where students proceed in a cohort. It is not a good fit to training environments where students achieve mastery at their own pace.