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In this eLearning project, we examined the effects of (1) materials and activities converted and created by the instructor and collaborators from a traditional face-to-face (F2F) CADV 380/L and CADV 381/L year-long series in research methods into a hybrid, condensed course (Instructor-Driven Projects), and (2) a film project in which the students were the producers rather than consumers of electronic content (Student-Driven Projects).  Our eContent and pedagogical strategies were informed by empirical work from a Constructivist Learning Theory such as in the use of invention activities (Schwartz & Martin, 2004).  The results suggest comparability of the hybrid and F2F formats and, in some cases, suggests the online format may be more beneficial.  These results have implications for the further development of CADV 380/1/L to meet the needs of students who need the course to graduate. 

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