Typically, decisions guiding blended instruction were framed by considering what content could be moved online using well developed training and support tools. However, the COVID-19 pandemic suddenly shifted everything online. Instead of substituting established online approaches, some faculty began “remote instruction,” holding hours-long, large scale, online synchronous classes. This model met with mixed but mostly negative reactions from students. Going forward, explicit decision-making processes are needed to harness online tools to integrate synchronous and asynchronous components. The blended model needs to be expanded to include flexible courses that can accommodate in person or online synchronous components. An expanded conception will allow thoughtful design of courses that can pivot more fluidly between synchronous online and in person delivery modes anchored by asynchronous content. This session begins with data from an institutional research project, incorporates QM Standards for blended courses, and extends discussion into decision-making processes regarding synchronous vs. asynchronous content delivery. Examples from several disciplines illustrate when synchronous vs. asynchronous approaches are needed and how to better utilize the synchronous time spent with students regardless of whether it is in person or online.
After attending this session, participants will be able to
- Apply a flexible lens to asynchronous vs. synchronous delivery decisions
- Extend QM blended recommendations to course design across delivery modes
- Discuss examples of synchronous vs. asynchronous delivery decisions to expand own repertoire
