Explore the definitions and resources for various methods of delivery for a section of a course.
Instruction and assessments are conducted through in-person sessions. Instruction and assessments may be enhanced with technology or even periodically “flipped” for asynchronous instruction, but there is no formal, consistent reduction in “seat time.” (This definition is not applicable to independent studies, internships, externships, practica, study abroad, or dissertation/research courses.) Instructional activities may include in-person class instruction and assessments supported by technology.
- A MWF section of a course always meets in-person except for a few Fridays when the instructor asks students to meet and work in their team
- A TTH course meets in-person except for a few instances where the instructor determines that a webinar would be more effective.
Learning Technology Links:
Required instruction and assessments are conducted through a scheduled combination of in-person and remote learning technology. Differentiated from a technology-enhanced in-person course, the “seat time” in a blended course is formally and consistently reduced for all students. (This does not include ad hoc situations when remote sessions are employed due to special circumstances.) Instructional activities may include scheduled in-person class time, alternating with online activity (synchronous or asynchronous).
- T/TH course that replaces all or most of Thursday classes in lieu of asynchronous online work
- T/TH course that replaces all or most of Thursday classes with online, live sessions
This also includes "flipped classes" when the in-class practice sessions are reduced in time or optional to offset the required learning that occurs outside of class time.
- TLTC flipped classroom activities
- Nielsen, Bean, Larsen - The impact of a flipped classroom model of learning on a large undergraduate statistics class
- Burgoyne, Eaton - The partially flipped classroom ... in a Large Methods Course
- Balaban, Gilleskie, Tran - A quantitative evaluation of the flipped classroom in a large lecture principles of economics course.
The majority of the required instruction and assessments are conducted with distance learning technology, whether synchronously or asynchronously. Students are not required to be in the same location as the instructor, although exceptions can be made for exams that must be taken on campus or at regionally located testing centers. Any in-person, or live session dates and times should be clearly indicated in the course notes prior to registration.
- Delivery Mode: 100% Online:
- A fully online synchronous course with online sessions
- A fully online asynchronous course with self-paced learning
- Delivery Mode: 80-99% Online:
- A fully online course that requires limited in-person participation (e.g. instruction, presentations, field trips, or assessments)
- The Importance of Instructor Presence in Online Learning, University of North Texas website
- Discipline-Specific Guidance for Online Teaching
Learning Technology Links:
- TLTC Tips for hosting an online class
- DIT Security settings for Zoom
- Share content on your ELMS page
- Offer video (or audio) lectures with ELMS media recorder, Panopto (Windows | Mac) or Adobe Spark
- Create media with Adobe Creative Cloud Suite, Lucidchart or PowerPoint
- Collaborate in GSuite,
- Create discussion boards in ELMS
- Proctor an online assessment over Zoom
When web-based technologies, such as Zoom, are used to extend classroom lectures to students at remote sites, in real-time.
- Small seminar class where 12 students equally participate in discussions. 10% of students may be "Zooming in" at any given time.
- Large lecture class where the instructor or guest lecturer uses Zoom from the classroom to allow remote students to view a presentation.
Learning Technology for Simulcasting from Class:
- How to use Zoom from class (TERP classrooms) and (in General Rooms)
- Using Zoom to Connect In-Class and Remote Participants for Teaching and Learning
- Connect a Document Camera to a Zoom Meetings
- Classroom Technology and Support of Synchronous Distributed Courses (video)
- Quick Guide to Use Panopto in the classroom
Learning Technology for Class:
- Quick Guide to Technology in Terp classrooms
- Quick Guide to Document Cameras
- 25Live - to look up the technology available in your classroom
- Approved list of Additional Software from DIT
- Review academic technology resources
- EdSurge, April 2020, When to Teaching Onling Classes Live and When to Let Student Learn On Demand
- Inside Higher Ed, Do it Yourself Live Streaming, 2013
- Join our Instructor Learning Community on Simulcasting & Hy-Flex Teaching
- Questions about Classroom Technology? email@example.com
- Questions about Academic Technology (Panopto, Clickers, ELMS)? firstname.lastname@example.org
- Questions about course design, assignments, assessments, etc.? email@example.com
When multiple modes of delivery are offered. Students are allowed to choose not only their time of participation but also their mode of engagement for each class session and each activity. This modality incorporates an in-person, online synchronous, and online asynchronous plan for each learning opportunity. This option requires the most pre-planning for lessons, the most technical fluency, and the most adaptable content.
- A large lecture course allows students to choose between being seated in class, watching a simulcast of the class remotely, or watching a recording of the class session at a later time. Students who are in-class can select between in-person activities, often involving peer collaboration or working online independently during class time.
- Request a consultation
- Join an Instructor Learning Community on Simulcasting & Hy-Flex Teaching
- Sign up for a workshop
- Review recorded webinars on learning technologies
Learning Technology Links:
- Phil on EdTech – COVID-19 Planning for Fall 2020: A Closer Look at Hybrid-Flexible Course Design
- The Future Trends Forum (webinar) – What is HyFlex Teaching?
- HyFlex Course Design Examples by Kevin Kelly, EdD – San Francisco State University
- Quality Matters – Top Tips for Designing a HyFlex Course
- Hybrid-Flexible Course Design: Implementing student-directed hybrid classes (ebook) by Brian J. Beatty
Note that in all modalities except in-person, it is important to maintain student privacy. Please refer to this guide on how to protect student privacy and personally identifiable information in UMD audiovisual recording systems. Pursuant to Maryland law, you must provide verbal and/or visual notification of recording at the beginning of any meeting or class to alert the participants that "this activity is being recorded." If a participant continues to participate after being notified that the activity is being recorded, their consent to recording is implied.
See UMD's registrar pages for scheduling assistance regarding course modality
University of Maryland's Distance Learning Committee, Draft Definitions, 2019-2020
OLC Insights: OLC's Blog, July 7, 2015, Updated E-Learning Definitions, by John Sener, Founder/DKO, Sener Knowledge LLC