{"id":8929,"date":"2020-06-26T00:05:09","date_gmt":"2020-06-26T05:05:09","guid":{"rendered":"https:\/\/wp.stolaf.edu\/cila\/?page_id=8929"},"modified":"2023-06-07T08:13:04","modified_gmt":"2023-06-07T13:13:04","slug":"models-for-hybrid-and-online-teaching","status":"publish","type":"page","link":"https:\/\/wp.stolaf.edu\/cila\/models-for-hybrid-and-online-teaching\/","title":{"rendered":"Models for Hybrid and Online Teaching"},"content":{"rendered":"
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Structural Models<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
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\"hybrid<\/p>\n

In blending modes of face to face and online instruction, hybrid teaching models may fall at various points along this spectrum.\u00a0<\/span><\/p>\n\n\t\t<\/figcaption>\n\t\n<\/figure>\n\n\t\t<\/div>\n\t\t

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\n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tDivided Model\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
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The divided model splits students into groups (2 or 3) who rotate through in-person class meetings. This could be combined with asynchronous material that students outside the classroom on any given day would be responsible for.<\/span><\/p>\n

Model 1<\/h4>\n

In a typical 3-class week, there will be a full-class remote lecture (synchronous or taped) for class day 1, followed by 2 discussion sections for days 2 and 3.<\/span><\/p>\n

Half the students will attend on day 2 for an in-person discussion section led by instructor; the other half will have a separate virtual forum discussion on Moodle, which the instructor reads and responds to via Moodle or email.\u00a0<\/span><\/p>\n

One day 3, the groups switch.\u00a0<\/span><\/p>\n

Instructor deals with different material in the two discussion groups.<\/span><\/p>\n

Advantage<\/b>: fairness and symmetry, instructor only “teaches” 1 class MWF<\/span><\/p>\n

Disadvantage<\/b>: students only get 1 day per week in person with instructor, and two days a week with direct instructor involvement.\u00a0<\/span><\/p>\n

Model 2<\/h4>\n

This model divides the course into alternating two-day units (as opposed to 3-day weekly units)<\/span><\/p>\n

Instructor tapes a lecture or mini-lecture on panopto and posts it as an introduction to a topic<\/span><\/p>\n

Student groups alternate Mon group 1-Wed group 2-Fri group 1-Mon group 2, etc.\u00a0<\/span><\/p>\n

Instructor leads discussions on the same subject matter for both groups, so that for every two class days, students will have seen a taped lecture and had an instructor-led discussion.\u00a0<\/span><\/p>\n

Advantage:<\/b>\u00a0more face time for students (average of 1.5 face-to-face discussion hours per week)<\/span><\/p>\n

Disadvantage:<\/b>\u00a0for every two days of class, instructor needs to “teach” three class days’ work (1 taped lecture and 2 identitcal discussion groups)<\/span><\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n

\n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tFlipped Model\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
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In a flipped model, all lectures are pre-recorded and distributed for asynchronous viewing in advance of class meetings. In-person class time is reserved for discussion, active learning, assessment, and hands-on work.<\/span><\/p>\n

Resources<\/h3>\n

How to Flip a Class<\/a>, Faculty Innovation Center, UT Austin<\/p>\n

Flipping the Classroom requires more than video<\/a>, Makice, K., April 13, 2012 April 13, Wired Magazine.<\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n

\n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tRotating In-Person\/Online\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
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This model alternates online instruction with in-person for all students. For example, students may participate in a week of remote learning followed by a week of split class in-person learning. This could allow two courses in the same time block in a complimentary rotation doubling a given room\u2019s capacity.<\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n

\n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tSynchronous Remote\/In-person\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
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A synchronous remote and in-person model is less\u00a0hybrid<\/em>\u00a0than it is a technology enabled traditional face-to-face class, though there may be some in-person activities that will be problematic for remote participants where online alternatives can take their place.<\/p>\n

This format also typically requires additional classroom technology, such as multiple cameras and microphones to allow for synchronous remote participation.<\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n

\n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tOther Models\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
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Duke University’s Flexible Learning Blueprints<\/a><\/p>\n

Clemson University OTEI’s Hybrid Models<\/a><\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\t\t\t\n\t\n\t\t

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\"Holland<\/figure>\n\n\t\t\t\n\t\t\t\t\t<\/div>\n\n\t\t
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Course Models<\/h2>\n\n\t\t\t
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The models provided below are intended to give faculty a starting point for thinking about hybrid instruction in their classrooms. Faculty are encouraged to reach out to chairs, associate deans and their peers as they consider how the following modes or combination of modes might work for their courses.<\/p>\n\n\t\t<\/div>\n\t\n\t\t\t\n\t\t\tShare Your Own Course Model\n\t\t<\/a>\n\t<\/div>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\t\t\t\n\t\n\t\t\t

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\n\n\t\tIntroductory Mathematics Course<\/span><\/a>\n\n\t\t\n\t\t

\n\t\t\tIntroductory Mathematics Course\n\t\t<\/h3>\n\n \t\t\t

\n An introductory course with multiple sections. Demonstrates how colleagues might work together on a multiple section course to create asynchronous and synchronous parts as a team.\n\t\t\t<\/p>\n \n\t<\/header>\n\n<\/article>\n\n

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\n\n\t\tPrinciples of Economics<\/span><\/a>\n\n\t\t\n\t\t

\n\t\t\tPrinciples of Economics\n\t\t<\/h3>\n\n \t\t\t

\n This example looks at a multiple section course in which the instructors work together on course prep. There are both asynchronous and synchronous components and faculty bring some students into […]\n\t\t\t<\/p>\n \n\t<\/header>\n\n<\/article>\n\n

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\n\n\t\tUpper Level Physics Course<\/span><\/a>\n\n\t\t\n\t\t

\n\t\t\tUpper Level Physics Course\n\t\t<\/h3>\n\n \t\t\t

\n An upper level lecture course. This example demonstrates how a divided class might work and incorporate significant group work.\n\t\t\t<\/p>\n \n\t<\/header>\n\n<\/article>\n\n

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\n\n\t\tUpper Level Studio Art (Non-Digital)<\/span><\/a>\n\n\t\t\n\t\t

\n\t\t\tUpper Level Studio Art (Non-Digital)\n\t\t<\/h3>\n\n \t\t\t

\n This is a course with a significant hands-on component that seeks to focus in-person time on hands-on learning and put other materials into asynchronous materials.\n\t\t\t<\/p>\n \n\t<\/header>\n\n<\/article>\n\n

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\n\n\t\tUpper Level Theory<\/span><\/a>\n\n\t\t\n\t\t

\n\t\t\tUpper Level Theory\n\t\t<\/h3>\n\n \t\t\t

\n This example demonstrates different models of course delivery for both synchronous and asynchronous instruction.\n\t\t\t<\/p>\n \n\t<\/header>\n\n<\/article>\n\n

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\n\n\t\tShare a Course Model<\/span><\/a>\n\n\t\t\n\t\t

\n\t\t\tShare a Course Model\n\t\t<\/h3>\n\n \t\t\t

\n Share a course model with the St. Olaf community using the form below. It will be added to the Course Models page (restricted to St. Olaf faculty\/staff). Loading\u2026\n\t\t\t<\/p>\n \n\t<\/header>\n\n<\/article>\n\n \n <\/div>\n\n \n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\t\t\t\n\t\n\t\t\t

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Considerations for any classroom<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
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  1. Reserve in-class time for content best engaged in this way.<\/li>\n
  2. To minimize the variety of tools students are asked to learn, use college-supported software and online course environments as much as possible (see Tools and Strategies<\/a>).<\/li>\n
  3. Consider the needs of students with accommodations (see CAAS resources for Faculty<\/a>).<\/li>\n
  4. Consider carefully when to use asynchronous vs. synchronous activities.\u00a0 Each has advantages and disadvantages, and students and faculty have often reported a better experience with online learning when a combination of these approaches was employed.<\/li>\n
  5. Remember that online teaching typically means covering less material than a typical in-person course. Adjust your course expectations and learning outcomes with this in mind.<\/li>\n<\/ol>\n\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\n\t\t\t\t<\/div> \n\t\t\t\n\t\t<\/div> \n\t<\/div> \n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n<\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":323,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-8929","page","type-page","status-publish","hentry"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/pages\/8929","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/users\/323"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/comments?post=8929"}],"version-history":[{"count":31,"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/pages\/8929\/revisions"}],"predecessor-version":[{"id":10251,"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/pages\/8929\/revisions\/10251"}],"wp:attachment":[{"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/media?parent=8929"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}