Modes of Course Delivery: Definitions and Characteristics

Learners and instructors are expected to meet in real-time in the same physical location to facilitate instruction and learning. Technology may be used to facilitate, support, or enhance learning during in-person meetings, between in-person meetings, and for course assignments. Assessment may take place in person at a physical location or facilitated online (synchronously or asynchronously).

• Class meeting location: In-person
• Assessment location: In-person or online (synchronous or asynchronous)
• Real-time synchronous component: Yes (in-person)

Resources:

• Teaching Strategies for In-Person Courses
• Assessing Student Learning in In-Person Courses

Learners and instructors engage in both online learning and in-person learning. In-person and online components are intentionally integrated into a cohesive learning experience. In this mode, in-person class time is reduced and replaced by online instruction, materials, activities, and interactions that create a cohesive learning experience. Courses may also be designed to include an intensive in-person component. The online component can be facilitated asynchronously or synchronously through digital/web-based technologies. Technology is used to supplement or build upon in-person components to facilitate and support learning and instruction. Assessments may take place in-person at a physical location or online (synchronously or asynchronously).

• Class meeting location: In-person
• Assessment location: In-person or online (synchronous or asynchronous)
• Real-time synchronous component: Yes (in-person)

Resources:

• Teaching Strategies for Hybrid/Blended Courses
• Blended Learning, Center for Teaching and Learning, Columbia University

HyFlex provides learners with an intentionally designed course allowing them to experience the course in (a) modality(ies) of their choosing. Instructors facilitate instruction and learning using both in-person and online components. Learners may choose to engage in-person or join online synchronously and may shift between modalities throughout the course in accordance with their individual needs and preferences. Learners are not required to come to a physical location for learning or assessment activities. Technology is used to facilitate, support, and enhance in-person instruction and to connect in-person learners with online learners. Assessments may take place in-person at a physical location or online (synchronously or asynchronously), but in-person assessment must not be required.

• Class meeting location: In-person and online (learners can choose and alternate)
• Assessment location: In-person or online (synchronous or asynchronous; in-person assessment will not be required)
• Real-time synchronous component: Yes (in-person or online)

Resources:

• HyFlex Course Design Examples, Kevin Kelly, San Francisco State University and ACUE
• Hybrid/HyFlex Teaching & Learning, Center for Teaching and Learning, Columbia University

Learners and instructors experience the course fully online and engage in real-time interaction and communication, during regularly scheduled class time. Asynchronous activities, interactions, and assessments may also be part of the course design. Course content is delivered synchronously online in this mode while allowing for optional and informal in-person components or in-person components that can be completed based on the learner’s location and schedule. Assessments may take place during synchronous meetings or asynchronously. Learners are not required to come to a physical location for learning or assessment activities.

• Class meeting location: Online
• Assessment location: Online (synchronous or asynchronous)
• Real-time synchronous component: Yes (online)

Resources:

• Remote Course Design
• Teaching Strategies for Remote Courses
• Assessing Student Learning Remotely
• Balancing Synchronous and Asynchronous Teaching: Effective Strategies for Enhancing Flexibility without Losing Student Engagement

Learners and instructors experience the course fully online. Instructors use digital/web-based technologies to facilitate the curriculum, and learners move through the course content, activities, and assessments as their schedules permit, with milestones, benchmarks, or deadlines outlined by the instructor as appropriate. Course content is delivered asynchronously online in this mode, while allowing for optional online synchronous components (e.g., orientation and welcome, office hours, peer learning communities, tutorials) or in-person components that can be completed based on the learners’ location and schedule. Assessments and activities are completed asynchronously or synchronously with advance notice as identified in the course outline. Learners are not required to come to a physical location for learning or assessment activities. Online asynchronous learning takes place through the University’s learning management system following established course design and quality assurance processes.

• Class meeting location: Online
• Assessment location: Online asynchronous (or online synchronous as identified in course outline)
• Real-time synchronous component: No

Resources:

• Teaching Online, Open Learning and Educational Support (OpenEd)
• Distance Education, Open Learning and Educational Support (OpenEd)