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Online Teaching

Types of Blended Course Designs


Blended learning is an umbrella term that represents a wide range of course designs that incorporate both online and in-person, asynchronous and live elements in different percentages (“blends”). This means you can blend locations (online versus in-person) or how interaction takes place (asynchronously or synchronously). Just as a fully online, asynchronous course has its advantages (e.g., accessible by students in all time zones) and disadvantages (e.g., difficulty in feeling connected with you and their peers), the various forms of blended learning have their benefits and challenges.

Blended (mix of in-person and online)

In this “classic” model, some aspects of the course happen online (synchronously and/or asynchronously) and other aspects happen in-person, in the classroom. How much of the course happens online versus in-person is up to you, although typically an instructor will use the learning management system at least for sharing resources, submitting assignments, and displaying grades. Students must be able to be present on campus in this model.

The pros and cons of the Blended model include:

Advantages Challenges
  • Provides some accessibility and flexibility for both you and your students as attendance on campus is less frequent

  • Enables design of courses that takes advantage of the strengths of both modalities

  • Creates opportunities for a flipped classroom in that content can be online, while hands-on, lab, problem-solving, group work, and discussions can be held in person
  • Less flexible and accessible for those who cannot be in attendance on campus every week (unless an online lab/section was provided for place-bound students)

  • Blended courses can often result in a higher workload (for both you and/or students) in comparison to fully online or fully in-person 

  • Technology issues

  • Potential need to proctor exams remotely, if held online
Blended

Online (mix of synchronous and asynchronous)

In this blended model, the course material is delivered online—partly asynchronously and partly synchronously. Students complete some of the course asynchronously, as well as come together online at a time you designate for a lecture or preferably for discussion and/or activities. Synchronous group work might also be included.


The pros and cons of the Online model include:

Advantages Challenges
  • Students have opportunities for both self-directed and instructor-facilitated learning

  • Students and instructors have opportunities to engage in real time

  • Synchronous sessions can be recorded to reduce any disadvantage to those who can’t attend

  • Students learn digital literacy and technology skills
  • Students in different time zones and with other responsibilities may not be able to attend the synchronous components (although these can be recorded)

  • Potential lack of student engagement
     
  • Students expect you to be available 24/7 

  • Students may have difficulty with self-directed learning or time management 

  • Technology issues 

  • Potential need to proctor online exams
Online

Distributed (mix of synchronous in-person and online)

In the distributed model, also called “blended synchronous,” you hold the class on campus—some students attend the class in person, while others attend via videoconferencing (from either another site or from their individual computer). The course may still make use of the learning management system for resource sharing, submission of work, and grades.

The pros and cons of the Distributed model include:

Advantages Challenges
  • Accessibility by two distinct groups of students: those who attend in person and those who are at a distance who attend virtually

  • Students and instructors have the opportunity, whether in person or at a distance, to participate in real-time with one another
  • Students at a distance can feel disconnected and less engaged than students who are in-person 

  • Difficulty in planning appropriate pedagogies to engage both audiences 

  • Technology issues for virtual students can impact both virtual and in-person students learning

  • Proctoring exams for students at a distance
Distributed

Dual Mode or HyFlex (multi-access)

In these models of blended learning, the course is offered in both a fully online (both asynchronously and synchronously) version and fully in-person version at the same time. For Dual Mode courses, students choose at the outset which version of the course they will take; in the Hyflex model, students have the flexibility from week to week to choose which version(s) they will attend.

Both Dual Mode and HyFlex are logistically challenging, require use of a classroom with specialized technology, and bring with them a heavy workload for you—both in designing, but also in teaching, the course. At this time, instructors at HÂţ»­ should very carefully consider the challenges of this type of blended course design and are strongly encouraged to consult with CLT and ATS before making a final decision.

The pros and cons of the Dual Mode and HyFlex models include:

Advantages Challenges
  • Accessibility and flexibility as a result of choice (in case of HyFlex, ongoing choice especially important if someone is sick or has to quarantine)

  • Students’ choice around how to engage as personal circumstances change or to align with context preferences

  • Ability for students to attend both online asynchronous and in-person sessions for extra review
  • High workload for faculty—creating two courses in one, and teaching them both simultaneously

  • Usually requires additional personnel support to ensure seamless integration between in-person and online students (i.e., increased TA support)

  • Variability or uncertainty of students’ attendance may make instructor planning from week-to-week challenging

  • Lack of specialized technology in in-person classroom spaces

  • Need for students to be self-motivated and self-aware to make the best decision for their learning each week
Hyflex

References

Educause Learning Initiative (2020). The HyFlex Course Model. Retrieved from

Farmer, H. (2020). 6 models for blended synchronous and asynchronous online course delivery. Retrieved from