Deadlines Calendars Forms Toolbox Printer-friendly version
Delivery Modes Matrix

Below you will find some major differences between synchronous video, traditional, online, and hybrid courses. Understanding these differences will help you adjust your teaching strategies, content sequencing, interaction and assessment activities, etc., to provide a successful learning experience for your students.


  Synchronous Web Conferencing Course Traditional Course Hybrid Course Online Course
Pedagogical model

Lecturing is the predominant pedagogical model. Instructors are encouraged to promote active learning by engaging students, requiring/promoting interaction and small group activities.
Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.

Advanced planning is a pre-requisite for students’ engagement in Synchronous Web Conferencing Courses.

Lecturing is the predominant pedagogical model. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities.
Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.


Technology Classrooms allow teachers and students to utilize technology in their activities and presentations.

Lecturing can be used to present critical and important concepts. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities.

Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.

Short lectures can be recorded to present critical and important concepts. Instructors can promote active learning by engaging students, requiring/promoting interaction and small group activities. Instruction is often more controlled by student interest, and the instructor plays the role of facilitator.

Specify learning activities requirements and expectations. Learning activities should promote reflection, interaction, collaboration and deep learning.
Content Presentation

Content is presented synchronously through lectures. Several tools are available for faculty: PowerPoint, web-based material, overhead document camera, DVD, VHS, and CD/DVD-ROM .

Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.

Instructor controls the flow of content presentation. In general, content is presented linearly with opportunities for interactive and group activities.  

Avoid long lectures (10-15 minutes segments); diversify and pace course activities; intersperse lecture segments with interaction opportunities and student-centered exercises.

Use Visual cues to adjust lecture/activities?

Use reinforcement,
review, repetition, and remediation strategies.

Content is presented synchronously through lectures. Several tools are available for faculty: PowerPoint, web-based material, overhead document camera, DVD, VHS, and CD/DVD-ROM.

Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.

Instructor controls the flow of content presentation. In general, content is presented linearly with opportunities for interactive and group activities.  

Instructors have more flexibility for content presentation.  

Avoid long lectures (10-15 minutes segments); diversify and pace course activities; intersperse lecture segments with interaction opportunities and student-centered exercises.

Use Visual cues to adjust lecture/activities?

Use reinforcement,
review, repetition, and remediation strategies.

Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
Content is presented and shared using various formats: text, images, audio and video.
Synchronous sessions are usually reserved for housekeeping, guidelines, mini-lectures, group activities, group review and feedback.
Combination of linear and non-linear presentation of material.

Getting the right mix requires careful planning and understanding of technology options. Effective hybrid courses require a combination of paced and un-paced, synchronous and asynchronous activities.

Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
Content are presented and shared using various formats: text, images, audio and video.
Flexible navigation: instructor/ student-led.

Effective online courses require a combination of paced and un-paced, synchronous and asynchronous activities.
Access to Course Content

Access to course content and interaction is limited to class and lab times.

Access to course content can be extended by using Bb. Students are expecting faculty to post all course related material on Blackboard.

Access to course content and interaction is limited to class and lab times.

Access to course content can be extended by using Bb. Students are expecting faculty to post all course related material on Blackboard.

Accessibility (pace and depth) and flexibility (media type) of content provide a higher learner control. Students are more active participants in the learning process.

Access to course content and interaction is available via in-class activities as well as online activities via Blackboard.

Accessibility (pace and depth) and flexibility (media type) of content provide a higher learner control. Students are more active participants in the learning process.

Access to course content and interaction is available via in-class activities as well as online activities via Blackboard.
Interaction

Interaction (student/instructor, student/content, student/student) is  mediated by technology.  

Classroom interaction and group activities require advanced planning.

Online tools such as threaded discussion (asynchronous) and chat (synchronous) can be used to extend classroom interaction opportunities

Face-to-face interaction is easy to plan, promote, mediate and assess.
Instructors can promote active participation and collaboration, monitor students participation and provide timely feedback. Verbal, non verbal cues and "human contact" are among the advantages of F2F interaction over other delivery modes.
Students have more opportunities for greater interaction and immediate feedback.

Online tools such as threaded discussion (asynchronous) and chat (synchronous) can be used to extend classroom interaction opportunities.

 

A combination of face-to-face interaction and interaction through online tools such as threaded discussion (asynchronous) and chat (synchronous).

Creating and maintaining dynamic learning communities require advanced planning, clear goals, guidelines and expectations.

Provide multiple opportunities for sharing ideas and opinions and higher learner-to-learner interactivity.

Interaction is conducted through online tools such as threaded discussion (asynchronous) and chat (synchronous).

Creating and maintaining dynamic learning communities require advanced planning, clear goals, guidelines and expectations.

Provide multiple opportunities for sharing ideas and opinions and higher learner-to-learner interactivity.

Assessment and Evaluation

Alignment of assessment criteria and methods with stated
learning outcomes.

Clear goals, expectations, guidelines and grading criteria or rubric.

Assessment can be used to reinforce learning by providing further in-depth
explanations of difficult concepts; provide diagnostic feedback; evaluate students progress, etc.

Homework, quizzes, exams, projects, etc. are typically used to assess students.

Proctoring requires advanced panning and coordination.

Alignment of assessment criteria and methods with stated
learning outcomes.

Clear goals, expectations, guidelines and grading criteria or rubric.

Assessment can be used to reinforce learning by providing further in-depth
explanations of difficult concepts; provide diagnostic feedback; evaluate students progress, etc.

Homework, quizzes, exams, projects, etc. are typically used to assess students.

No proctoring issues.

Alignment of assessment criteria and methods with stated
learning outcomes.

Clear goals, expectations, guidelines and grading criteria or rubric.

Assessment can be used to reinforce learning by providing further in-depth
explanations of difficult concepts; provide diagnostic feedback;, evaluate students progress, etc.

Homework, quizzes, exams, projects, etc. are typically used to assess students. No proctoring issues.

Timeliness of feedback: automated responses.

Alignment of assessment criteria and methods with stated
learning outcomes.

Clear goals, expectations, guidelines and grading criteria or rubric.

Assessment can be used to reinforce learning by providing further in-depth
explanations of difficult concepts; provide diagnostic feedback; evaluate students progress, etc.

Homework, quizzes, exams, projects, etc. are typically used to assess students. Proctoring might be an issue.

Timeliness of feedback: automated responses.

 

For more information, please refer to Toward a Taxonomy of Distributed Learning Delivery Modes