Author: Dr. Sarah Learman, Teaching and Learning Consultant, Office of Curriculum and Instructional Support
Differentiating between CMU’s now official modality types (as approved by the Academic Senate1) has proven confusing for students and faculty alike. Here, we’d like to clarify the different modality definitions and help you apply this understanding to your own course design and delivery. Over the next few weeks, we’ll look at each modality (as defined at CMU1), discuss how courses taught in each modality may look, and provide resources as you prepare for your next course offering.
While instructional modalities and how we deliver our content may vary, the quality of the learning experience should not. Although courses offered in different formats will look different, they should be equally as engaging and rigorous so that students enrolling in a course offered through any modality will get a consistently high-quality experience. Of course, as in every CMU course, in any modality, students are still expected to engage with and complete their coursework as directed by their instructor.
Defining your modality:
Online Asynchronous courses are completely online with no required meeting days and times but may offer optional synchronous meetings. All formalized instruction and coursework are completed online. Students will complete assignments by established deadlines. Proctored or monitored exams may be required. 1
Many courses can be taught in multiple modalities with appropriate design; however, the online asynchronous modality is especially effective for:
- Courses that require or are designed to promote independent learning or critical thought where additional processing time would be of benefit to the student
- Courses in programs where students are known to value flexibility
- Courses that generally include many objective assessments that can be automatically graded
- Students with strong independence and self-directed learning skills.
(1Definitions were developed by the Academic Senate’s Course Modality Definition Committee, a sub-committee of the CMU Academic Senate, and were approved on 12/7/21).
Defining the definition: Taking place entirely remotely and completely online, Online Asynchronous courses are not assigned classrooms and do not require any real-time interactions between instructors and students (virtually nor in any physical location). As with other instructional modalities, online asynchronous students are expected to complete all assigned work as directed by the instructor without expecting any pre-scheduled virtual meetings. Accordingly, all engagements between students and faculty should take place online. Within this context, however, remains the informal and voluntary option for a student and instructor to meet in real-time, either virtually (e.g., during office hours via Webex) or in-person. With prior mutual agreement, optional days/times for synchronous remote sessions may be incorporated into the course design, but online asynchronous courses should not require any real-time meetings or interactions.
While content delivery is limited to Blackboard (and other external resources, such as the course textbook), straightforward and creative opportunities to deliver content, engage, distribute and complete assignments, etc., are feasible, reasonable, and effective in online asynchronous courses. For example, one might utilize pre-recorded videos (with or without asynchronous interactive components), independent assignments, community engagement, collaborative work, small or large-scale discussions, hands-on laboratory-based or other experiential learning practices, textbook readings, or other applicable activities.
Within the online asynchronous modality, assessments in such courses also vary based on instructor preference, discipline, or other specified criteria. Many assessment methods can be useful to measure learning in online asynchronous courses, from a follow-up application activity to a large-scale project or a midterm exam. That said, administration of formal assessments in online asynchronous courses, such as tests and exams, may require students to engage in person at pre-determined locations and/or within pre-assigned timeframes (e.g., proctored or monitored through an official, CMU-approved method, like at our Certified Testing Center or one of our satellite campuses).
Considerations as you prepare to teach your online asynchronous course:
- Asynchronous is not inadequate… when we apply best practices for converting from face-to-face, developing new, and facilitating content online. Perhaps, lacking in the formal and familiar instructional practices that are woven into our perceptions of what higher learning should be, teaching in the online asynchronous modality may even seem “less than” other learning experiences. However, within the parameters described above, ample flexibility and untapped opportunity for effective, sustainable, and authentic instruction remain. In fact, the inherent versatility afforded by such online instruction can foster student independence, self-driven learning and forge valuable bonds between students and their online course instructor. Within the past few years, our educational toolkit for teaching and learning online has expanded and supported the effectiveness of our existing practices. More and more research has shown which practices are more (or less) effective for teaching and learning in these modalities. Follow the research within the context of your preferences and capabilities, and consider how evidence-supported instructional design models and learning frameworks apply to your course development. For example, learner-centered and backward design practices support high-quality learning experiences in any modality. The highly cited and widely applied Community of Inquiry framework was first established and based on asynchronous online instruction and has since dramatically impacted teaching and learning in all modalities (Garrison, Anderson, & Archer 2000). Recognize the potential that an online asynchronous course offers. Online asynchronous courses afford the potential of any other instructional modality. One of the biggest strengths and most attractive features of online asynchronous courses is the flexibility that can be applied to assessments. Online asynchronous assessments are not limited to traditional Blackboard tests but could, instead, be crafted into longer-term experiential, research- or application-based projects (or exams), often more challenging to administer and fit into face-to-face courses. Online asynchronous courses can be built around these assignments, reframing our courses to better support the delivery of the content more authentically by actively directing the application of that knowledge through the assessment rather than at a standard exam.
- Reflect to inform. To successfully teach in this (or any) modality, we must allow our previous experiences to inform our future. Throughout your course design and implementation process, continuously reflect on past experiences, and let what you learn inform what you do next. A recent article Reflecting on Remote and Online Teaching: Making Meaning and Moving Forward, summarizes this well:
“Given that online learning continues to expand and that more and more faculty are engaging with it on a regular basis, it is a good time for instructors to take a moment to pause and reflect on what they have learned from the remote teaching experience and subsequent online teaching experience and consider how they can continue to make instructional improvements going forward. Reflection on teaching means individual instructors invest effort to think about their experience in order to gain new insights that can enhance their professional practice…Reflection offers an opportunity for our development as educators that can lead to innovation and better teaching. Reflection can make instructors better at their instructional roles and responsibilities”
(“Reflecting on Remote” 2022).
- One of the most valuable instructional practices in online asynchronous courses is simply being present. Acclimating to online asynchronous learning tends to be challenging for students. As it requires significant self-direction, self-motivation, and other (often underdeveloped) skills, communication from and availability of the instructor for regular student support is imperative. Student awareness that their instructor is “there”, engaging with them in online learning, offering feedback on assignments, dialogues, and other work is crucial for their success. This may look differently for different instructors teaching different courses, but here are some ideas, all thoughtful and effective for building community in the remote learning space (Baker, 2010; Borup, 2021; Ladyshewsky, 2013; West, 2021a; West, 2021b; West, 2021c):
- holding virtual office hours
- communicating content through high-quality learning media, including asynchronous interactive videos
- establishing productive discussions
- Communicate your expectations and address student assumptions early and often. To position our students for success, we must ensure that they understand what the course will look like and what is expected of them. Going into the semester, clearly communicate specifics about your course, including your modality and how the modality parameters will be implemented in your course. Providing such expectations will help to mitigate any assumptions that students bring into your course and quickly align your expectations with those of your students.
- Partner with CIS to develop your online course and outsource building content in Blackboard. As engaging with students and delivering content online (synchronously or asynchronously) is quite different from face-to-face (presenting varied challenges and opportunities), instructors may benefit from guidance or additional support when preparing to teach a course online. As such, teaching and learning consultants and/or online course development experts within the Office of Curriculum and Instructional Support (CIS) are available to help in these endeavors. Request a consultation to learn more. Instead of spending time doing the tedious legwork of clicking and building content into your Blackboard shell, take advantage of the various support services offered through CIS’ CoursePro team. CoursePro services copying content between shells, building/deploying assessments, and rubrics, enhancing visual aesthetics and presentation of materials within the shell, verifying accessibility, and more. With advance notice, CoursePro, Instructional Design, and Teaching and Learning support staff can even carry out a Blackboard Review or proofread your course shell, offering recommendations to enhance, streamline, and support effective and efficient delivery of your content online. Watch this short video to learn more about the CIS CoursePro Services (6:13), and for help with all things Blackboard, submit a CoursePro ticket.
- Model existing exemplars and avoid recreating the wheel. Get ideas by exploring what’s out there. If you’re wondering what your course might look like when offered online, get ideas by exploring existing online course shells. Applying principles of social learning theory, and engaging with observable examples of successfully-implemented online courses can positively inform products and outcomes. Modeling such exemplars can be an effective way to learn online teaching strategies and spark your own ideas for successfully executing your online course (Bandura, 1971). Preview an Online Course to get an idea of what types of activities, communications, and assessments could be developed. Contact CIS, to see what an exemplary online course shell looks like.
More resources to support these endeavors: in addition to those resources linked above, you might also consider these.
- Read these articles:
- Reflecting on Remote and Online Teaching: Making Meaning and Moving Forward discusses how reflecting on past experiences (particularly when it comes to online and remote instruction), can strengthen your perspective and your teaching practices.
- Moving on From Remote Instruction to Online Learning, and Beyond offers some candid conversations about such teaching applications.
- Access a diverse array of online course resources and instructional recommendations on our CIS Online Course Instruction
- Check out our award-winning media maker spaces! Want individualized support on your upcoming course design (in any modality!)? Sign up for any of our TL Pro or CoursePro services
- Enroll in our on-demand self-paced trainings, perhaps the Designing eLearning Workshop.
Want help with something else? Email us today! Be sure to check back next week; we’ll continue this conversation, applying the same considerations as we focus on teaching in the Online Synchronous modality.
For modality comparisons, see the key factors below: Senate Definition, Class Meetings, Best for courses that…, Benefits, and Challenges.
| Modality | Key Factor: Senate Definition |
|---|---|
| Face to Face | Face-to-face courses meet in a CMU approved location with required specific meeting days, times, and location as noted in the course registration system. Internet-based and other technology may be used to enhance instruction in and outside of class. Proctored or monitored exams may be required. |
| Online Asynchronous | Online Asynchronous courses are completely online with no required meeting days and times, but may offer optional synchronous meetings. All formalized instruction and coursework are completed online. Students will complete assignments by established deadlines. Proctored or monitored exams may be required. |
| Online Synchronous | Online Synchronous courses are completely online with required specific meeting days and times where students are expected to be actively engaged in a virtual setting. All formalized instruction and coursework are completed online. Proctored or monitored exams may be required. |
| Hybrid | Hybrid courses have required specific meeting days and times outlined in the course registration system and require face-to-face class sessions in a CMU approved location while other required class sessions can be a mixture of synchronous online meetings and asynchronous online activity. Instructors will determine which class sessions will be held in which modality within the specified course day and time range and these will be announced in the course syllabus. Proctored or monitored exams may be required. |
| HyFlex | HyFlex courses meet on specific days and times simultaneously face-to-face and synchronously online. Course meeting dates, times, and location(s) are noted in the course registration system, and face-to-face meetings occur in a CMU approved location. Students can change their mode of attendance freely according to their need or preference. At the instructor’s discretion, access to course content may be available online asynchronously. Proctored or monitored exams may be required. |
| Modality | Key Factor: Class Meetings |
|---|---|
| Face to Face | In-person |
| Online Asynchronous | None |
| Online Synchronous | Online via web meeting platform |
| Hybrid | In-person, with the option to use asynchronous activities or online synchronous meetings in lieu of some in-person meetings as identified in the syllabus |
| HyFlex | In-person and online simultaneously |
| Modality | Key Factor: Best for Courses that… |
|---|---|
| Face to Face | Courses (typically major/minor) with a lab or strong hands-on requirement
Objectives that include or are supported by collaboration and group work, most effectively executed in close physical proximity Large classes where providing regular and quick feedback to every student would be challenging |
| Online Asynchronous | Courses that require independent critical thought where additional processing time would be of benefit to the student
Courses in programs where students are known to value flexibility Courses that generally include many objective assessments that can be automatically graded Students with strong independence, and self-directed learning skills |
| Online Synchronous | Large classes where providing regular and quick feedback to every student would be challenging
Classes that have interaction but not hands-on or lab components Classes that are primarily focused on direct instruction with the added benefit of flexibility to students Courses in programs where students are known to value flexibility with real-time communication and instruction. |
| Hybrid | Classes that incorporate independent work and interactive, hands-on, or lab components.
Classes with in-depth projects or tasks and where both interaction and additional processing time would be useful. Students with strong independence, and self-directed learning skills. |
| HyFlex | Classes with interactions that may effectively take place in-person or remotely
Classes that largely focus on direct instruction with the added benefit of flexibility to students Courses in programs with online options, or significant enrollment of off-campus students |
| Modality | Key Factor: Benefits |
|---|---|
| Face to Face | Real-time communication and instruction with easy integration of hands-on learning and interaction |
| Online Asynchronous | Promotes independent learning
Most flexible schedule & location |
| Online Synchronous | Allows students flexibility of location with real-time communication and instruction |
| Hybrid | Blend of independent learning and real-time interaction; driven by most effective method to deliver specific content |
| HyFlex | Allows students flexibility of location with real-time communication and instruction |
| Modality | Key Factor: Challenges |
|---|---|
| Face to Face | Limited flexibility for students limiting inclusivity |
| Online Asynchronous | Limited or no real-time communication
Requires thoughtful planning of content delivery, instructions and quick feedback |
| Online Synchronous | Technical challenges of streaming
Intentional planning of interaction (prepare materials, directions, groups, etc.) |
| Hybrid | Requires thoughtful planning, with clear integration and communication of scheduled online and in-person components |
| HyFlex | Technical challenges of streaming and ensuring engagement of all students
Intentional planning of interaction and content delivery to ensure equal access for all participants |
References:
Baker, C. (2010). The Impact of Instructor Immediacy and Presence for Online Student Affective Learning, Cognition, and Motivation. Journal of Educators Online, 7(1).
Bandura, A. (1971). Social Learning Theory. General Learning Corporation, General Learning Press, Library of Congress Catalog 75-170398. https://doi.org/https://web.archive.org/web/20131024214846/http:/www.jku.at/org/content/e54521/e54528/e54529/e178059/Bandura_SocialLearningTheory_ger.pdf.
Borup, J. (2021, February 3). Let’s Discuss Discussions: Using Asynchronous Video to Improve Online Discussions. EDUCAUSE. Retrieved September 15, 2022, from https://er.educause.edu/blogs/2021/2/lets-discuss-discussions-using-asynchronous-video-to-improve-online-discussions
Brame, C. J. (2016) Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sciences Education, 15(4). Retrieved from https://www.lifescied.org/doi/full/10.1187/cbe.16-03-0125
Garrison, D. R., Anderson, T, & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87–105.
Ladyshewsky, R. (2013). Instructor Presence in Online Courses and Student Satisfaction. International Journal for the Scholarship of Teaching and Learning. 7(1), 1-23.