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My largest concern is about my ability to see the affordances and limitations present in online and hybrid education because I have certainly developed preconceived notions about what teaching can be from my experiences teaching brick-and-mortar classes. I worry that I will be unable to take advantage of the potential present in digital platroms because of my preconceived notions.

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How can I recreate the opportunity for students to delve deeper into discussions about topics or readings that are meaningful to them.
In a live classroom, I like to allow time for discussion to emerge and develop organically based on students' questions and experience.
I can't always predict which topics will engage and interest them but I am there to facilitate conversation, ask probing questions and provide additional resources to deepen said conversations. How does one build that kind of dynamic discussion environment online?

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I am concerned that it has been a long time since I was in front of a classroom - and then I was literally in front of the classroom. Lecturing, testing and papers is the limited pedagogy I learned so I feel in some ways like I am starting from the very very beginning. I also share the concern voiced by Mimi that my course is not a real course. I have been envisioning a self paced set of modules and wonder if I now need to rethink that

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Mimi Samuel                                         I'm concerned that my course is not a real course -- it is a self-paced module for students to master core concepts of grammar and punctuation.  As a result, I'm concerned that there will be no real opportunity to create a "community" and little for the students to reflect on. 

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Mimi Samuel                                         I'm concerned that my course is not a real course -- it is a self-paced module for students to master core concepts of grammar and punctuation.  As a result, I'm concerned that there will be no real opportunity to create a "community" and little for the students to reflect on. 

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I guess my biggest worry is more of a concern about time efficiency. I've taught online at other institutions and some had a TON of admin/design support and others it fell on the professor to cut/paste content into the course. Teaching a fully in-seat class OR a fully online class seems easier than a hybrid. I'm still learning so I'm sure I'll get faster with time and experience. I'm not a super creative person so the bells and whistles of the course I feel like are my biggest worry.

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My main worry is the time commitment it will take to develop a course. I'm also concerned about the best way to determine online content versus live content in a hybrid course.

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I worry about spending more time interfacing with the technology than the students

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How much time will I have to devote to getting this course off the ground since I am brand new to this. I am a pen and paper and am worried about how I can teach effectively online, but am intrigued and feel like I should develop my teaching.

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Investing time in technology that ultimately does not work pedagogically:
I think my main worry is about selecting technology that is most suited to specific pedagogical goals.  I am concerned about investing significant time in a new tool and then realizing that it is the wrong tool for the specific learning goals.

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I have many of the same worries as Vlad. I also worry that I'll need to work more hours to provide feedback.

Will there be a way for students to express their feelings about subject matter? The particular course I have in mind will require students to examine provocative and challenging material, and I'm already wondering if I'll need to be more direct in assignments to ensure that students reveal their honest responses (instead of assuming that they need to agree with the texts).

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There are many important details in the subject matter I'm facilitating (Web Development).  How do I communicate these best in an online/hybrid class?
Likewise, there is big picture of how web development is actually practiced, how applications are constructed - how best to present this without being overwhelming?

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1. Cheating
Would I be able to conduct "closed book" tests?
How to prevent/track plagiarism (in absence of TurnItIn)?

2. Feedback
Would I be able to feel how well students digest the course material without "hearing" their non-verbal language?

3. Team work
In a brick-and-mortar classroom, I give quick problems for students to work in groups. How to preserve this format online?

4. Individual approach to students
Again, in face-to-face setting, I can identify the students who struggle with the practice problems and help them with their specific challenges. Would there be a mechanism to do this online?