Other Resources

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This online tutorial (Western Technical College) provides a summary of best practices as well as links to other resources.

“When you blend a course one needs to be aware of how you plan to align what happens before, during and after class, so students do not think they are all separate.”

This Faculty Focus article (2012) outlines recommendations for using a blended (in-person flex) model of instruction. The article also provides links to other related resources

“I think when content is properly integrated there’s an interdependence between what goes on in the classroom and what goes on online.”

This Faculty Focus article (2013) provides insights from a faculty member at the University of Central Oklahoma about a blended learning model that shifts responsibility for learning to students.

“As people redesign courses, I think the question they have to ask themselves is, “What would I like to do in class but never have time to do?...Instead of meeting three times a week, we’ll meet once a week, and the content they’ve already provided allows me then to have something that I can use during the in-class session.”

This Online Learning Consortium article (2015) presents ways to engage students in the online environment.

"It’s important to build community in an online course. Students may become disengaged if they feel isolated or if they don’t get to interact with their instructor and peers. Foster community in your online course and overcome social barriers to student engagement with these strategies."

Quality Matters has developed a new Online Course Design Guide that is applicable to blended/hybrid courses. (To access it, you need to complete the form on the website.)

This article (2020) provides tips on when to use synchronous and asynchronous instructional activities.

“One of the most important steps educators can take—and one that can alleviate some anxiety and frustration—is determining what content should be delivered to students synchronously (live or in real time) and what learning can be supported asynchronously (recorded or self-paced).” 

This Inside Higher Ed article (2020) outlines the advantages and limitations of synchronous and asynchronous instructional activities.

“I don’t see it as synchronous versus asynchronous, it’s ‘What’s the right approach for your students or your subject matter?’”

This site (Brown University, 2020) outlines specific strategies for developing inclusive asynchronous learning activities.

“One key advantage [of asynchronous learning] is that student learning and thinking become more visible.”

This Faculty Focus article (2020) describes how to use collaborative documents to improve breakout room discussions.

"I will share a couple of tips I have learned over the past few years of online instruction that address both of the items listed above.  These tips involve the use of collaborative documents as companion documents with the breakout discussions."

This Faculty Focus article (2017) provides a summary of a meta-analysis of studies of participation in online discussions for the past 15 years.

"most students still talk more in an online discussion than in a face-to-face environment, lending evidence to the perception that online education tends to draw shy students out of their shells.”

This Inside Higher Ed article (2019) outlines innovative approaches to making online discussions more meaningful.

"I’m seeing much more of an understanding that the online space needs to feel more like a campus.”

This article (Univ. of Waterloo) (2018) provides some practical strategies for planning and facilitating online discussions.

“Asynchronous discussion allows students to participate at a time that works for them. …Many instructors find that the online exchange of ideas often results in a high quality of discussion.”

This Faculty Focus article (2012) offers tips for overcoming discussion board challenges.

"Challenges do happen in discussion, and these can be formidable. Left alone, they can quickly limit the effectiveness of any discussion and create problems throughout the online course.”

This document (2018) provides principles and strategies for effective use of online discussion boards.

"The following research-based guiding principles and strategies can help you create and maintain A) your “presence in class” and, B) a relevant and enriching discussion board in which students participate thoughtfully and frequently."

This site (University of Central Florida) provides some sample rubrics that can be used to assist in grading online discussion posts.

NOTE: UArizona is not promoting the HyFlex model. This model advocates student choice regarding their participation in remote vs. in-person class participation. UArizona’s Flex In-Person model recommends instructors’ assigning students to alternate between remote and in-person participation. That said, the HyFlex resources included here describe best practices in instruction for both in-person and remote students.

This ebook (2019) is an implementation guide to the Hybrid-Flex (HyFlex) model.

"Hybrid-flexible course designs - multi-modal courses which combine online and on-ground (classoom-based) students - have been used successfully for more than a decade at many higher education institutions around the world with a wide variety of courses."

This Educause article (2010) presents seven things to know about the HyFlex model.

"Courses built on the HyFlex model help to break down the boundary between the virtual classroom and the physical one. That is, by allowing students access to both platforms, the design encourages discussion threads to move from one platform to the other. But such courses require more from both instructors and students than do traditional offerings.”

This Inside Higher Ed article (2020) presents the pros and cons of the HyFlex model.

"The HyFlex course model is getting buzz as one way colleges could educate students if their campuses are open but physical distancing remains.”

This Inside Higher Ed article (2020) describes best practices and considerations for synchronous learning among physically present and remote students.

“Students who are unable to attend the in-class sessions can fully participate online, either synchronously or, in some cases, asynchronously.”

This blog post (2020) presents ideas for implementing a HyFlex model.

"Here is a proposal to abandon the synchronous (especially repeated) lecture (both large and small) and reallocate time to smaller groups of more engaged active learning."

Cambrian College (2018) has created a HyFlex Course Development Guide.

Northern Illinois University (2020) has created a collection of resources on the HyFlex model of instruction.

This blog post (2020) summarizes a research study of the HyFlex model.

“This study is about the "hybrid flexible" or hyflex model of instruction. ...a specific form of hybrid instruction that focuses on maximizing student choice.”

For centrally scheduled classrooms, revised classroom capacities have been identified. Because there isn't the capacity to sanitize small whiteboards and markers between classes, they will not be available in classrooms in the fall. Instructors can use virtual whiteboards to support active learning. Microsoft Office 365 includes an app called Whiteboard; these whiteboards can be shared among students and with instructors. Google has an app called Jamboard; again, the jams can be shared among students and with instructors.

This blog post (Vanderbilt Univ., 2020) addresses active learning in hybrid and physically distanced classrooms.

“Being student-centered in our approaches to teaching means talking with our students about their experiences as learners and trying to understand and then meet their needs."

This Inside Higher Ed article (2020) presents some challenges to active learning in physically distanced classrooms and suggests some ways to address those challenges.

"[Faculty] turned to my peers to see what kind of best practices -- maybe we can all them 'next practices' -- we can collectively recommend."

This Google doc (2020) was started at Louisiana Statue University and presents approaches to active and collaborative learning in physically distanced classrooms.

VoiceThread is a web-based, interactive collaboration tool that allows instructors and students to share video and audio clips, presentations, and documents. Listed below are some OIA-developed tutorials.

VoiceThread: Getting Started

Placing a Photo in Your VoiceThread Profile

Navigating to Our Course Group

If you are planning virtual office hours, the simplest tool to use is Zoom. You can use a personal meeting room to schedule office hours. To meet with students individually and control access at times other than your office hours, it is good practice to enable a waiting room. (Starting September 27, 2020, Zoom will require all meetings to have a waiting room or require a passcode.) You can post the meeting URL in your D2L course site and add the times to the D2L Calendar. The resources listed below include ideas for structuring your virtual office hours and increasing student attendance.

This page, created by Northern Illinois University, presents options for virtual office hours. 

"Office hours are an important component of any course. As we pivot to facilitating student learning online, we also need to shift how we think about planning for and implementing office hours. While in-person office hours may be ideal, online courses (and current circumstances) may necessitate moving those office hours to a virtual format."

This Oregon State University blog post (2018) presents suggesting for branding different types of office hours for different purposes.

Suggestions are taken from the study “Live Synchronous Web Meetings in Asynchronous Online Courses” (2017) and include branding different types of office hours specific to their purpose, e.g., Coffee Breaks versus Consultations versus Open Space.

This Georgia Tech blog post (2018) presents two paradigms for virtual office hours.

“There are two fundamentally different paradigms of online office hours. One where students and instructors and TAs talk live, and the other where students pre-submit questions and instructors and TAs answer them live, but record and provide a video recording.”

This McGraw Hill Higher Education page (2019) presents six ways to move to virtual office hours.

Instructors benefit from planning and communicating their availability in chats and for meetings clearly and to cautiously avoid over-scheduling. If a live meeting is scheduled, consider asking the student to confirm shortly before the appointed time.

This blog post (Michigan State Univ., 2020) presents the idea of resilient pedagogy.

"A resilient pedagogy requires planning for the important interactions that facilitate learning."

This Inside Higher Ed article (2020) presents six factors reflected in successful online courses.

"Faculty members and students who had better experiences were in classes characterized by six factors: compassion, clarity, organization, multifacetedness, flexibility and engagement...”

This Inside Higher Ed article (2020) presents ideas to make online learning active.

"Learning should not be a spectator sport. Meaningful learning requires active engagement, critical thinking, and thoughtful reflection."

The resources below come from the Center for Excellence in Teaching & Learning at Northern Virginia Community College: 

This ebook (2020) presents guidelines for creating effective online courses.

"The good news is that with the right approach, and the right technology, educators can turn their virtual classrooms into places of relevance, vitality and community."

This Inside Higher Ed article (2020) presents new initiatives from various US institutions.

"Most instructors were novices in a new environment last spring, and many sought help. In preparation for fall, colleges and others share their expertise freely. Here are some new initiatives."

West Virginia University Press (2020) published a new Pedagogies of Care website, with open resources for student-centered and adaptive strategies in the new Higher Ed landscape.

This Insider Higher Ed article (2020) envisions a day in the life of a remote undergraduate student. And, this companion article (2020) envisions a day in the life of a remote instructor.

"But you’ve been pleasantly surprised; this was better than you expected it to be. You’re all doing the best you can.

Question Mark GraphicOIA is offering webinars and mini-courses throughout the semester to help instructors with their teaching. Please also feel free to reach out to the OIA Faculty-Development team with your questions and requests for consultations regarding your courses.

Additional support is available for D2L and instructional technologies .