Hybrid courses — combinations of face-to-face classroom instruction with asynchronous online elements — are frequently spoken of as the future of e-learning, a “best of both worlds” merger of old and new. Yet Dr. Saxon G. Reasons, instructional technology services programming manager at the University of Southern Indiana, has seen data and collected anecdotes that make her question that scenario. She and her colleagues have gathered evidence that shows that hybrid courses have some distinctive problems of their own to work out before they become the preferred format.