Teaching in Different Environments

As we near the end of the semester, let us look back at the series of blog articles on teaching in different environments. A brief introductory paragraph is provided for each article. Click the title to read the full article.

Teaching in the Online Synchronous Environment

Are you going to teach online? Will you teach synchronously, asynchronously, or a mixture of both? Learning and teaching occur differently in the online environment. However, synchronous offers the closest experience to a face-to-face environment. Students interact through a Web-based format, which operates like a traditional class, in real-time. As such, this article provides strategies and tools for teaching synchronous online courses.

Related article: Intentionally Designing, Developing, and Delivering Online Courses

Teaching in the Online Asynchronous Environment

Most online courses are asynchronous and provide greater flexibility than traditional, face-to-face courses. In the asynchronous environment, the instructor and students are not required to be online at the same time. Teaching and learning do not happen in real-time. Typically, instructors prepare the course ahead of time with students being required to meet deadlines using a learning management system (LMS). In this article, we will explore some strategies for teaching asynchronous online courses.

Related article: Intentionally Designing, Developing, and Delivering Online Courses

Teaching in the Hybrid Environment

Unlike the asynchronous and synchronous environments, the hybrid environment combines face-to-face course delivery with online delivery. Learning takes place in the classroom and online with online learning replacing some face-to-face instruction. For example, if a class meets in person three days a week, the instructor might replace one day with an online assignment. The key to teaching in the hybrid environment is making connections between in-class and online instructional content, activities, and assessments. Here are some strategies for teaching in the hybrid environment.

Teaching in the Active Blended Learning Environment

 Typically, blended courses or technology-enhanced courses have a technology component, but the face-to-face classes meet according to the traditional schedule without reducing time in the classroom. Technology is used to complement traditional classroom learning. On the other hand, an active blended learning environment supports the “development of subject knowledge and understanding, independent learning, and digital fluency (Power & Cole, 2017, p.668). In this article, I discuss two uses of active blended learning, a student-centered approach to teaching and learning.

Teaching in the Traditional Face-to-Face Environment

The face-to-face environment is the most traditional instructional method where (in which) course content, learning materials, and assessments happen in-person with both the instructor and students present at the same time. However, the pandemic changed teaching and learning with the learning management system (LMS) as a critical platform for continuity in education. What does that mean for the future of the face-to-face environment? This article explores the LMS as a keeper for enhancing communication, instruction, and engagement in the traditional face-to-face environment.

Teaching in the HyFlex Learning Environment

One lesson learned from the pandemic involves offering students the maximum amount of choice possible to engage in high-quality educational experiences from anywhere, at any time, and through a variety of delivery modes. As more educational institutions offer online, distributed learning opportunities, students are no longer constrained by geographical location. However, a HyFlex (hybrid-flexible) learning environment expands learning opportunities by offering different ways for students to participate in the course. This article provides examples of HyFlex learning environments.

Thank you for taking the time out of your busy schedule to read these blog articles. If you have suggestions for future blog articles, please feel free to contact me.

__________________________________________________________________________

Cite this blog: Washington, G. (2021, November 30). Teaching in Different Environments [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

Teaching in the HyFlex Learning Environment

One lesson learned from the pandemic involves offering students the maximum amount of choice possible to engage in high-quality educational experiences from anywhere, at any time, and through a variety of delivery modes. As more educational institutions offer online, distributed learning opportunities, students are no longer constrained by geographical location. However, a HyFlex (hybrid-flexible) learning environment expands learning opportunities by offering different ways for students to participate in the course. This article provides examples of HyFlex learning environments.

A HyFlex course is designed to offer components of hybrid learning in a flexible course structure that gives students the option of attending class sessions in the classroom, participating online (asynchronous or synchronous), or doing both. In the multi-modal course, students have choices about participation mode. On the other hand, faculty have to provide both an online and a classroom experience supporting student learning. Student freedom to choose participation mode is an essential character of a HyFlex design (Beatty, 2019).

Calafiore, Pablo, and Giudici (2021) compared class performance in two relatively large undergraduate introductory finance courses. One class was delivered using the hybrid (blended) format while the other class was taught using the HyFlex model. Both classes were taught by the same instructor, covering the same course materials and the same in-class, proctored exams. In the HyFlex model, students had three options: attend class face-to-face, watch the live class stream, or watch the recorded class asynchronously. For both classes, class attendance and participation were not a part of the grade calculation and attendance was not mandatory. Findings of the study suggested that non-traditional students’ grades were not affected by the type of delivery format selected: HyFlex vs. hybrid. However, in the hybrid class, students had the opportunity to select the option most appropriate to their learning needs.

In another example, Keiper, White, Carlson, and Lupinek (2021) investigated whether a video discussion board learning tool could be used effectively in courses where there was an online learning component. Flipgrid was the chosen virtual learning tool for investigation within HyFlex delivered courses in business education. The author found Flipgrid assisted in increasing student engagement and in creating an engaging online community. Regardless of the course delivery method, Flipgrid is a tool that can be utilized to increase interaction.

In summary, students are offered flexible, customizable, and technology-enhanced learning opportunities through HyFlex courses. Students choose when and how they attend a single course. The alternative participation modes allow students to choose the mode of engagement that works best for them. However, keep in mind that the design of the HyFlex learning environment matters.

References:

Beatty, B. J. (2019). Hybrid-Flexible Course Design (1st ed.). EdTech Books. https://edtechbooks.org/hyflex

Calafiore, Pablo, & Giudici, E. (2021). Hybrid Versus Hyflex Instruction in an Introductory Finance Course. International Journal of Education Research, 16(1), 40–51.

Keiper, M. C., White, A., Carlson, C. D., & Lupinek, J. M. (2020). Student perceptions on the benefits of Flipgrid in a Hyflex learning environment. Journal of Education for Business, 96(6), 343–351. https://doi.org/10.1080/08832323.2020.1832431

__________________________________________________________________________

Cite this blog: Washington, G. (2021, October 31). Teaching in the HyFlex Learning Environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/ 

Photo by Jeswin Thomas on Unsplash

Teaching in the Traditional Face-to-Face Environment

The face-to-face environment is the most traditional instructional method where (in which) course content, learning materials, and assessments happen in-person with both the instructor and students present at the same time. However, the pandemic changed teaching and learning with the learning management system (LMS) as a critical platform for continuity in education. What does that mean for the future of the face-to-face environment? This article explores the LMS as a keeper for enhancing communication, instruction, and engagement in the traditional face-to-face environment.

Before the pandemic, many instructors at higher education institutions never used their university-supported LMS (McMurtrie, 2021). The LMS serves as a platform for teaching and learning by offering features and tools for communication, instruction, assessment, collaboration, course administration, and content management (Walker, Lindner, Murphrey, & Dooley, 2016). There are several LMSs available for use in higher education, however, all LMSs have common features and tools. Learning management systems are not just for online and hybrid courses.

In traditional face-to-face courses, LMSs have the potential to extend and enhance students' learning experiences within and beyond the classroom walls. Here are a few tips.

1. Explore and learn different ways to teach your specific subject matter. Learning is a life-long journey.
2. Redesign your course to make it more interactive and student-centered.  Students are the focus of teaching and learning.
3. When possible, turn an individual activity or assignment into a group project. By using Groups in the LMS, students can collaborate in and outside of class.
4. Assign pre-class work to prepare students for in-class active learning. Students proactively learn.
5. Set up your online assignment submissions, quizzes, or test in the LMS before the course start date.
6. Upload course content and prepare activities in the LMS. The LMS can function as a course repository and a location for online activities.
7. Accept assignments online through the LMS. For example, if you have students turn in a typed essay before class, let them do it online.
8. Post all grades in the LMS. Whether you grade an in-class activity or assignment submission, set up the grading in the LMS.
9. Post course materials in the LMS. Students like having 24/7 access to course content.
10. Post announcements and send email messages through the LMS. Communication with students outside the classroom.
11. Offer both in-person and virtual office hours. Be flexible and encourage students to attend.

Let’s face it, the LMS was not a technology in response to a pandemic. The traditional face-to-face environment does not have to be the classroom of the past, but a redesigned classroom for the future. Are there features and tools in your LMS that you can implement into your face-to-face environment? 

References:

McMurtrie, B. (2021, June 10). What does the future of teaching look like? Retrieved November 1, 2021, from https://www.chronicle.com/newsletter/teaching/2021-06-10.

Walker, D. S., Lindner, J. R., Murphrey, T. P., & Dooley, K. (2016). Learning management system usage: Perspectives from university instructors. Quarterly Review of Distance Education, 17(2), 41-50. Retrieved from http://www.infoagepub.com/quarterly-review-of-distance-education.html

___________________________________________________________________________________

Cite this blog: Washington, G. (2021, September 30). Teaching in the Traditional Face-to-Face Environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/ 

Photo by Dom Fou on Unsplash

Teaching in the Active Blended Learning Environment

Typically, blended courses or technology-enhanced courses have a technology component, but the face-to-face classes meet according to the traditional schedule without reducing time in the classroom. Technology is used to complement traditional classroom learning. On the other hand, an active blended learning environment supports the “development of subject knowledge and understanding, independent learning, and digital fluency (Power & Cole, 2017, p.668). In this article, I discuss two uses of active blended learning, a student-centered approach to teaching and learning.

Instructors at the University of Northampton overcame barriers to student engagement by using an active blended learning approach to facilitate the teaching and learning of a clinical skill. Modifications to the traditional face-to-face course involved the use of video-assisted technology, embedded into an online learning unit. The videos showed skill performances in real-time with dialogue through small segments.  Students watched a short video clip of the skill and selected the next step from a variety of options. Through a four-stage approach, the face-to-face teaching component was practical and collaborative with clear links to the interactive e-learning units.  Learning was therefore multidimensional, therefore, aligning positively and effectively with the principles of active blended learning (Power & Cole, 2017). To name a few:

• A student-centered and synergistic learning environment.
• Rich dialog and student interaction with the instructor.
• Integration and interconnection of the asynchronous and in-person components of the course.
• A move from traditional lecture-based delivery with a course redesign.
• Incorporation of active learning into the blended learning environment.
• Moving students from passive objects of learning to active constructors of their learning.

In a second example, educators at Queen’s University converted a large lecture class to an active blended learning class by using blended learning to achieve active learning in an introductory geography class. The course was taught and innovated eight times between 2010 and 2017. The active blended learning course was the result of teamwork with colleagues beyond the academic unit. Instructional designers pushed for shorter lectures and revisions to assignments and rubric design. Course development in the learning management system, student-response systems, video-recording and editing technologies, a variety of peer review technologies, and automated quiz and exam design combined to contributed to changes in the course.  The active blended learning environment was all about student learning on multiple levels and in many ways for “an immensely rewarding experience” (Godlewska et al., 2019, p 111).

• Collaborations with information designers, instructional designers, librarians, teaching assistants, and students played a critical role in designing the course.
• Students took responsibly for their learning with the instructor in a supporting role.
• Scaffolding active learning exercises lead to better integration of the course content, activities, and assessments.
• The large class was broken into smaller group-work-focused sessions and lectures and lecturing happened online.
• Technological and pedagogical improvements enhanced the instructors’ presence and facilitated student engagement.

In summary, active blended learning is an effective way of creating and sustaining student engagement. The separate components of a course are actively blended by the instructor to provide a richer and more engaging learning environment. This effective, student-centered technique represents a positive move from passive blended learning.

References:

Godlewska, A., Beyer, W., Whetstone, S., Schaefli, L., Rose, J., Talan, B., Kamin-Patterson, S., Lamb, C., & Forcione, M. (2019). Converting a large lecture class to an active blended learning class: Why, how, and what we learned. Journal of Geography in Higher Education, 43(1), 96–115. doi:10.1080/03098265.2019.1570090

Power, A., & Cole, M. (2017). Active blended learning for clinical skills acquisition: innovation to meet professional expectations. British Journal of Midwifery, 25(10), 668–670. doi:10.12968/bjom.2017.25.10.668. 

___________________________________________________________________________________

Cite this blog: Washington, G. (2021, June 30). Teaching in the Hybrid Environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/ 

Photo by Tim Mossholder on Unsplash

Teaching in the Hybrid Environment

Unlike the asynchronous and synchronous environments, the hybrid environment combines face-to-face course delivery with online delivery. Learning takes place in the classroom and online with online learning replacing some face-to-face instruction. For example, if a class meets in person three days a week, the instructor might replace one day with an online assignment. The key to teaching in the hybrid environment is making connections between in-class and online instructional content, activities, and assessments. Here are some strategies for teaching in the hybrid environment.

Design for the hybrid environment

Course design for the hybrid environment is slightly different from the face-to-face environment. When designing for the hybrid environment, integrate online assignments with in-class activities. Focus on how what happens in the face-to-face environment works together with what happens in the online environment to achieve the student learning outcomes. Allow students to engage with the course content in meaningful ways and to learn actively to gain deeper knowledge. According to Baker and Unni (2021, p. 25), “Hybrid learning approaches increase the opportunities for active learning strategies, group work, and learner-centered pedagogies.”

Define the instructor and student roles

The hybrid environment lends itself to opportunities for student-centered learning and instructor facilitation. Instructors move beyond a more traditional teaching role to the role of a course facilitator. In taking on the role of facilitator, think more intentionally about student learning. Explain the rationale for using the hybrid learning approach to students. In hybrid courses, the primary responsibility for learning falls on the student. The instructor’s primary responsibility is to create opportunities and foster environments that encourage student learning. Consider promoting active learning, engaging the students in collaborative activities, and encouraging student-to-student, student-to-content, and student-to-instructor interactions.

Teach students how to use the technology

As stated by Baker and Unni (2021, p. 24), “Using a hybrid model should not be a roadblock to the students learning experience.” With that said, try to prevent barriers with technology. Technological components are integral to hybrid learning. Be sure to use technologies that contribute to students' learning. The learning management system that is supported at your institution is a great place to start. In addition, provide tutorials, websites, and demonstrations for technology that students will use in the course. Consider designing a low-stakes assignment during the first week for students to gain experience and comfort with using technologies.

In summary, the hybrid environment provides opportunities to take advantage of the benefits of both online and face-to-face delivery. A hybrid course does not necessarily need to be limited to in-class and online environments but can include experiential learning that takes place in the community. Remember to design the course so students can make connections between what happens in the classroom and what happens outside the classroom. In the next article, we will discuss the blended environment.

Reference

Baker, D. M. A., & Unni, R. (2021). Comparing Factors That Influence Minority Students’ Attitude and Preference for the Hybrid Course Format: An Examination of Hospitality and Marketing Majors. Consortium Journal of Hospitality & Tourism, 23(1), 23–30.

---

Cite this blog: Cite this blog: Washington, G. (2021, June 30). Teaching in the Hybrid Environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/ 

Image by Wokandapix from Pixabay

Teaching in the Online Asynchronous Environment

Most online courses are asynchronous and provide greater flexibility than traditional, face-to-face courses. In the asynchronous environment, the instructor and students are not required to be online at the same time. Teaching and learning do not happen in real-time. Typically, instructors prepare the course ahead of time with students being required to meet deadlines using a learning management system (LMS). In this article, we will explore some strategies for teaching asynchronous online courses.

Design the Course from a Student’s Perspective

Course design in the online asynchronous environment centers around modules. Modules are a way to break the course content into small, manageable chunks (e.g., by topic, units, weeks). Modules are ordered sequentially and contain all course instructional materials, learning activities, engagement and interaction, and assessments for a particular topic, unit, or week. Microsoft Word helps you design modules before developing them in the LMS. Create modules using the folder or learning module function in the LMS. 

In addition to using modules, the overall course navigation is important to student success. Strategically design the course using the organizational structure of the LMS to help students progress through the course. Separate yourself from the content and design the course to keep students focused on learning. Remember, students are alone without their instructor. The flow of the course should make sense to the students.

Be Present in the Course

In a face-to-face class, the instructor is expected to show up to class and teach. The same is true in the asynchronous online environment. The instructor’s presence is both social and instructional. Social presence refers to the instructor’s projection as a real person to connect and interact with the students. Instructional presence, also known as teaching presence, refers to designing and administrating learning activities, establishing and maintaining an active learning community, and providing direct instruction (Garrison, 2017). Social and instructional presence are beneficial to student learning.

Before the course begins, the instructor acts as an instructional designer to plan and prepare the course. As you design the course, develop a workload/time management plan that incorporates strategies for social and instructional presence. Establish a routine to spend a specific amount of hours within the course (e.g. participating in discussions) as well as on the course (e.g. grading assignments). Plan for regular interactions with students and course content with built-in flexibility for modifications. Besides helping instructors to plan in advance, when implemented, a workload/time management plan helps build students’ confidence in the instructor (Goldman, 2011).

During the course, the instructor plays the role of facilitator.Here are some ways to be present in the asynchronous online environment: Post your own personal introduction, monitor and response to email communication, post weekly announcement, monitor student progress, encourage lagging students, facilitate students’ learning activity, and provide students with meaningful feedback and support.

Engage Students in the Online Course

In the asynchronous online environment, students enter the course through the LMS platform and not the door of the classroom. Student engagement is influenced most by the instructor’s active interest and passion for teaching, the ability to identify the relevance of course topics to students, and the encouragement for a shared responsibility in the learning process (Orcutt & Dringus, 2017). 

Ensuring engagement with course content, other students, and the instructor helps promote learning. Through course content, instructors can share experiences and knowledge that guide learning. To encourage students to engage with the course content, create short audio introductions to each module, explain the purpose for learning activites and how it connects to the course learning outcomes, and build activities that promote active learning. In addition, give students opportunities to collaborate with each other. Using video discussion platforms, group projects, and peer-reviews can buld strong student relationships and community in the asynchronous online environment.

In summary, think of the asynchronous online environment like a classroom without walls. The strategies discussed in this article are meant to help you as you prepare for teaching asynchronous online courses. Refer to the June blog article for ten tips for designing, developing, and delivering online courses. 

References:

Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). London: Routledge/Taylor and Francis.

Goldman, Z. (2011). Balancing quality and workload in asynchronous online discussions: A win-win approach for students and instructors. MERLOT Journal of Online Learning and Teaching. 7:2, 313-323. 

Orcutt, J.M. & Dringus, L.P. (2017). Beyond being there: Practices that establish presence, engage students and influence intellectual curiosity in a structured online learning environment. Online Learning 21(3), 15-35.  

---

Cite this blog: Washington, G. (2021, June 30). Teaching in the online asynchronous environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

Photo by Sergey Zolkin on Unsplash

Teaching in the Online Synchronous Environment

Are you going to teach online? Will you teach synchronously, asynchronously, or a mixture of both? Learning and teaching occur differently in the online environment. However, synchronous offers the closest experience to a face-to-face environment. Students interact through a Web-based format, which operates like a traditional class, in real-time (O’Brien & Fuller, 2018). As such, this article provides strategies and tools for teaching synchronous online courses.

Through an investigative study, O’Brien and Fuller (2018) identified tools and techniques used in an online synchronous environment for engagement, assessment, and classroom management. Data were obtained through interviews and observations. Students and the instructor used various tools in a learning management system (LMS). The use of the whiteboard tool included writing, drawing, pointing, and application sharing. Discussion and collaboration tools included the chat box, polling, audio, and breakout sessions. In addition, students used emoticons, nonverbal communication using faces, thumbs up or down, step away, speed up, slow down, and hand-raising.

O’Brien and Fuller (2018) found that “the tools and the techniques used engaged the students throughout the sessions providing meaningful real-time interactions and opportunities to communicate, verbally and nonverbally, building on teaching, cognitive, and social presence” (p. 62). Whiteboard presentation slides were the foundation and structure of the online class sessions to drive discussions and generate interaction with and among students. The breakout session tool was used for engagement among students in small collaborative groups. Students used the microphone and the whiteboard to exchange ideas and complete tasks. The instructor moved from one room to another to observe the student interactions and to assess students. In the synchronous environment, the instructor’s role shifted from leader to facilitator. Students were active participants in their learning./p>

Similarly, Pineda, Cano, and Peralta (2021) suggested that the online synchronous environment should foster the three presences (social presence, cognitive presence, and teaching presence) from the Community of Inquiry (Col) model to ensure an effective online learning experience. The Col model is a theoretical framework to explain the processes and dynamics of learning and teaching in online environments (Garrison, Anderson, & Archer, 2000). Using the Col model, Pineda, Cano, and Peralta (2021) proposed a framework for teaching English in synchronous environments.

The framework provided a practical guide through three phases: introduction, development, and closure that helped instructors plan, carry out and finish synchronous sessions. The introduction phase took place before the start of the synchronous session. Some logistical strategies included setting up the video conference room and establishing the date and time of the session. Pedagogical strategies involved defining the session’s objectives according to the course learning outcomes, searching for and preparing learning materials, and determining student interactions (i.e., pre-, while- and post-activity structure). The development phase took place once the instructor and students were online in the synchronous session. The instructor entered the session at least 20 minutes before the start time to welcome students, fix any last-minute issues, and record the session. Some pedagogical strategies included guided discussions of the topic and promotion of interaction among students. Lastly, the closure phrase took place after the synchronous session. Instructors provided a summary of the session, linked the session topics with pending topics and activities from the course, made the session recording available, and announced the date, time, and topic for the next session.

In summary, the synchronous environment offers similarities to the traditional face-to-face environment through active learning and incorporation of the Community of Inquiry model. Active learning involves students in their learning with instructors as facilitators of students’ learning.  Learning takes place through the interaction of three elements: cognitive presence, social presence, and teaching presence. The previous blog article explored three pedagogical principles and frameworks for the design, development, and delivery of online courses. In the next blog article, we will discuss the online asynchronous environment.

Check out some best practices for teaching synchronous courses on the Center for Teaching Excellence website at the University of South Carolina.

References

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

O’Brien, A., & Fuller, R. (2018). Synchronous Teaching Techniques from the Perspective and Observation of Virtual High School Teachers: An Investigative Study. International Journal of Information and Communication Technology Education, 14(3), 55–67.

Pineda, J. E., Cano, L. H. T., & Peralta, M. A. (2021). An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions from Teachers and Learners. International Journal of Computer-Assisted Language Learning and Teaching11(1), 38–58.

---

Cite this blog: Washington, G. (2021, May 31). Teaching in the online synchronous environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

Hatice EROL from Pixabay