Explore Delivery Options

  Traditional F2F Course Synchronous Online Course using Zoom or Webex Hybrid Course Asynchronous Online Course
Definition On-campus face-to-face classes using Blackboard Online synchronous classes using Zoom/WebEx, Blackboard and/or other technologies Live session (on-campus or using Zoom/Webex) and asynchronous using Blackboard and other technologies Asynchronous online courses using Blackboard and other technologies
Pedagogical Model
  • 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 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 Online Courses.
  • 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, etc.
  • Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted in Blackboard.
  • The instructor controls the flow of the 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.
  • Content is presented synchronously through lectures. Several tools are available for faculty: PowerPoint, web-based material, overhead document camera, etc.
  • Syllabus, reading, study guides, activities, mini-lectures, assignments, etc., are posted on Blackboard.
  • The instructor controls the flow of the 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.
  • 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
  • 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.
  • 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
  • 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.
  • 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.
  • Proctoring requires advanced planning 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.
  • 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.