Institutions are increasingly supplementing their traditional class formats with hybrid approaches that mix in-person, remote synchronous, and remote asynchronous delivery methods. Even when the student population expects and appreciates more flexibility in scheduling, students still struggle with technology-enhanced instruction when course design does not effectively integrate such enhancements into "regular" in-person activities. Using hybrid workshops in the public-speaking course allows students to access recorded instruction, carefully managed online collaboration, guided practice, and reflective writing activities that improve the quality of their speeches while giving them practice in the workplace skills of teamwork and mediated communication. The structure of the hybrid workshops also means that course workload is consistent with its stated contact hours, even when the course does not meet completely in person. Institutions are increasingly supplementing their traditional class formats with hybrid approaches that mix in-person, remote synchronous, and remote asynchronous delivery methods. Even when the student population expects and appreciates more flexibility in scheduling, students still struggle with technology-enhanced instruction when course design does not effectively integrate such enhancements into "regular" in-person activities. Using hybrid workshops in the public-speaking course allows students to access recorded instruction, carefully managed online collaboration, guided practice, and reflective writing activities that improve the quality of their speeches while giving them practice in the workplace skills of teamwork and mediated communication. The structure of the hybrid workshops also means that course workload is consistent with its stated contact hours, even when the course does not meet completely in person.