Simulcast Lecture

Seat Time:

• 33% in-person, remaining 66% online
• 50% in-person, remaining 50% online

In this model, there is simultaneous delivery of course content and activities to in-person and synchronous groups. This model is closer to traditional teaching styles. Faculty teach the same lesson only once. The instructor will not teach separate sessions for physically present students and remote students but can record the class session for students who need to be absent. Support online includes homework, quizzes, assignments, but also discussions, wikis, blogs, journals that are housed in Blackboard.

Engagement: it should be simultaneous meaning faculty are interacting and engaging with both in-person and online groups at the same time. It is recommended that all students, including in-person students, are logged into zoom to maximize engagement between the two groups. A teaching assistant would be helpful in this model because this requires constantly managing the online class space while managing the F2F class space. However, faculty can also assign a couple of students to help manage certain aspects of the class such as questions in the zoom chat.

Challenges: Manage in-person and online spaces simultaneously, so designing activities that provide interactive components and engagement with the online group is recommended. Unmute microphones when using Zoom in the F2F classroom might create feedback echo.

Flipped Classroom

Seat Time:

• 33% in-person, remaining 66% online
• 50% in-person, remaining 50% online

In this model, all students in the class will have asynchronous delivery of pre-class content (micro-lectures (prerecorded lessons), videos, readings, podcasts, etc.) and then simultaneous delivery of interactive/application activities to in-person and synchronous groups.  Faculty need to prepare pre-class content prior to synchronous class sessions by organizing weekly content in Blackboard. For synchronous sessions, prepare interactive and authentic activities such as problem-solving, concept mapping, case analysis, simulations, writing, designing, etc.

Engagement: Simultaneous activities with both groups (example: groups work together on activity through Zoom; can have teams of in-person and online students in breakout room). Faculty can interact with both groups to check on application & knowledge comprehension. It is recommended that all students, including in-person students, are logged into zoom to maximize engagement between the two groups. A teaching assistant would be helpful in this model because this requires constantly managing the online class space while managing the F2F class space. However, faculty can also assign a couple of students to help manage certain aspects of the class such as questions in the zoom chat.

Challenges: Requires preparation and organization of pre-class content, must connect pre-class content to synchronous activities. Manage in-person and online spaces simultaneously, so designing activities that provide interactive components and engagement with the online group is recommended. Unmute microphones when using Zoom in the F2F classroom might create feedback echo.