Flipping the Script: Revitalizing Writing Instruction with Hybrid Models and AI

Tony Sovak, Ph.D., Director LMS & eLearning Quality, Pima Community College

Through this article, Tony Sovak explores the integration of AI into writing instruction at Pima Community College through a hybrid teaching model. He emphasizes teaching students to use AI tools effectively while fostering a dynamic learning environment. The article also highlights a collaborative book project that enhances students' understanding of AI's role in writing and its practical applications.

As both an LMS administrator and a long-time writing instructor at Pima Community College, I’ve spent years focused on building effective online learning environments. While I’ve found success in asynchronous teaching, generative AI has reshaped my thinking about how to teach writing.

It reminded me of earlier debates around Wikipedia, Grammarly, or even word processors—tools initially seen as shortcuts but eventually empowered students. AI has the same potential. The challenge was clear: I couldn’t teach students to write effectively without showing them how to use AI. AI is now central to how many of us compose everything from emails to reports, and ignoring it would mean overlooking a vital part of the future of writing.

The Moment It Clicked: AI as a Writing Tool

During a discussion on AI governance at the college, I had an "aha" moment. One of my course’s learning outcomes requires students to "compose texts using appropriate technologies." I realized that without teaching AI, I wasn’t thoroughly preparing them for the world they would write in. So, I moved to a hybrid model. In-person days became AI-powered writing labs, while asynchronous portions focused on reflection and revision. This model allowed students to use AI tools in real time while maintaining the flexibility of asynchronous learning.

The Hybrid Flipped Classroom Model

Wednesdays in my hybrid class are lab days. During these sessions, I show students how I use AI in my writing—whether responding to emails or drafting reports. I demonstrate how AI can assist with brainstorming, drafting, and revising. We also critique AI-generated content, comparing simple, prompt-driven essays with outputs that emerge from a more profound, iterative engagement with the tool.

This hands-on approach helps students see AI as a way to amplify their writing skills rather than replace them. In the asynchronous portion, they continue revising and drafting, using AI as needed, while reflecting on their work. This model has made the class more dynamic and responsive to student needs.

"Teaching writing in the age of AI requires embracing the messiness of the hybrid model, allowing for deeper student engagement and a more dynamic writing process."

Challenges and Flexibility

Transitioning to this hybrid model required constant adaptation, but my experience with LMS design helped me make those changes smoothly. I can update the course structure on the fly, ensuring students stay engaged. Initially, many students were skeptical about using AI—perhaps reflecting broader societal concerns—but as they’ve engaged with it in class, their attitudes have started to shift. They’re beginning to see AI as a tool they can use to improve their writing and critical thinking rather than a shortcut that undermines their efforts.

The Pressbooks Project: A Collaborative Future

One of the most exciting elements of the course has been our collaborative book project using Pressbooks. The class collectively creates an Open Educational Resource (OER) with the theme of "the future." Each student is writing a chapter on a topic of their choice—ranging from AI’s impact on labor laws to personal reflections on technology and human interaction.

What began as a simple exercise in using AI has evolved into a full-fledged project. By the end of the semester, we’ll have a published book. This gives students real-world experience and a tangible outcome—a chapter they can list on their resumes or CVs. More importantly, the process is helping them understand how AI can play a significant role in their writing.

Embracing the Messiness

Teaching writing in the age of AI requires a willingness to embrace a little messiness. Moving away from pre-designed, rigid course structures allows for deeper student engagement and flexibility. While it can be chaotic sometimes, the hybrid model has helped me reconnect with students more meaningfully, making the writing process more dynamic and responsive.

For educators considering a hybrid model or integrating AI into their classrooms, I encourage you to try it. Don’t be afraid to experiment—you might find that the messiness leads to more rewarding and engaging teaching experiences.