Hybrid and Online Pedagogy
The success of online learning depends on several interlocking components: (1) course design, (2) class community, (3) class communications and interactions. A well-designed online course focuses not only on content delivery but also on providing students with the tools and strategies needed to manage their time effectively, stay motivated, build self-regulation skills, and engage actively with course content, with the instructor, and with one another.
Online Course Design
While intentional design is essential for any type of course, it is particularly important for online courses. Online instructors may not be able to answer questions in real time or readily notice student confusion as they would in a physical classroom. A well-structured online course provides a clear roadmap for learners, guiding them through sequences of activities and assignments in a way that focuses students' mental energy on learning tasks rather than on figuring out course expectations or flow. It is important to provide detailed guidelines from the outset: unlike traditional face-to-face courses, where students are already familiar with classroom conventions and expectations, online learning environments may initially feel confusing, frustrating, or even alienating. Effective online course design can mitigate these challenges by providing a clear overall structure, as well as benchmarks and guidance at every step. A well-designed online course should include:
- Clear learning goals: define what students are expected to learn/achieve by the end of the course. Consider building in opportunities for students to regularly return to/reflect on course learning goals as they move through the course, to help them track their progress.
- Alignment of learning goals with course assessments and learning tasks: following principles of backward design, start by considering your course learning goals and then design assessments and learning tasks that will allow students to work toward and achieve those goals.
- Intentional assessment structure: include a combination of formative and summative assessments throughout the course. Frequent low-stakes assessments (e.g., quizzes, discussion posts, problem sets, reflections) allow students to demonstrate understanding, practice skills, and receive feedback in preparation for high-stakes assessments. Online learners don’t usually get a chance to self-correct in response to real-time input, so establishing timely feedback mechanisms and frequent feedback loops (opportunities for students to improve their performance based on instructor or peer feedback) is especially important. Finally, make sure to provide detailed instructions for any course assignments. Students should have a clear understanding of what is expected, including deadlines, submission formats, and grading criteria.
- Well-organized content: break down the course material into manageable modules or units. For each module or unit, include an overview with a description of the learning goals, the content covered, and any assignments and/or assessments that students might have to complete. Make sure to provide a clear conceptual structure and to use consistent formatting and labeling throughout. Effective organization is essential for the success of learners in online learning environments. Provide an overview of the organizational structure before the first day of class (for example in the form of a "Course Navigation" or "Course Tour" video) to help students navigate seamlessly and understand the flow of the course.
- Accessible Materials: ensure that all course materials, including readings, videos, and interactive elements, are accessible to all students and are compatible with a range of devices. Making sure that students have access to course materials and resources is a fundamental aspect of online teaching. Providing materials in multiple formats (e.g., text, audio, and video) helps accommodate different learning needs while diversifying choices for all learners. Accessibility features (e.g., closed captions, transcripts, and screen reader compatibility) are essential for students with disabilities, but can enhance the learning experience for many others. Finally, selecting platforms and tools that are mobile-friendly and providing offline access to materials (e.g., recorded lectures) gives students more options for engaging with course content. Students who cannot access course materials or activities are not able to learn, so ensuring accessibility is an essential step in building a successful online learning environment.
- Tech tool curation: take stock of the online tools provided by your LMS. In addition to commonly used features like discussion boards, consider which tools (blogs, journals, glossaries, rubrics, wikis, group assignments, etc.) and/or external tool integrations might be appropriate for your course. Leverage tools and platforms supported by Drexel University to ensure that students have a seamless and effective learning experience, as well as access to technical support and resources.
Building Community in Online Learning Environments
In traditional face-to-face courses, students travel to a physical classroom where they have the opportunity to interact directly with their instructor and their peers. In the case of asynchronous online courses, geographical distance and lack of real-time interactions may result in a sense of alienation from peers, from the instructor, and from the course material itself. Thus, fostering a sense of community is fundamental to successful online learning. Strategies for establishing and sustaining a sense of community in online courses include:
- Establishing instructor online presence: post a video or text announcement welcoming students to the course. Interact with students consistently by engaging in discussions, sending regular announcements, and providing frequent feedback. Set up (and frequently check) an informal Q&A board to answer student questions as they arise.
- Icebreakers and introductions: create an introductory video in which you share a few details about yourself (e.g., where you’re from, how you first became interested in your research field, or why your work matters to you today). Ask students to post their own introductory materials (e.g., videos, photos, collages, messages, comments) to start building a course community.
- Communication plan: model effective communication practices by identifying appropriate communication channels (e.g., discussion forums, emails, video-conferencing, instant messaging) and committing to a timeframe for getting back to students who reach out to you. To ensure respectful online exchanges, establish network etiquette (“netiquette”) guidelines by sharing communication policies (or inviting students to create them together). In addition to coursework-related communications, consider allocating spaces for informal interactions like chatting, sharing photos, posting emojis/memes, or playing games.
- Sub-communities: dividing your class into smaller groups can help encourage students to interact more closely with one another and create a more personal learning experience. Consider establishing peer groups for appropriate course tasks like content review, peer feedback, brainstorming, study support, or collaborative projects.
Providing Regular and Substantive Interaction in Online Courses
Anderson & Garrison (1998) identify three fundamental types of interaction found in online learning environments: student-teacher, student-content, and student-student.
Student-content interaction broadly refers to students engaging with the course materials, for example watching a lecture, reading materials, taking notes, or completing activities. Student-teacher interaction includes any communication between the teacher and the student, such as office hours, class announcements, feedback on assignments, or posts in discussion boards. Finally, student-student interaction can include collaborative learning activities (such as discussion boards, group projects, or peer review) and/or informal community-building activities (such as video icebreakers or photo sharing), either synchronously or asynchronously. A successful online learning experience requires not only high-quality content delivery, but also a robust network of quality interactions.
The concept of Regular and Substantive Interaction (RSI), originally developed for determining institution-level federal financial aid eligibility, has become a standard for distance and online education. In order to comply with federal regulations, online courses are required to include regular and substantive interactions between students and instructors. RSI can involve synchronous communication during live classes and office hours, or asynchronous communication via discussion boards and email exchanges. The following strategies support RSI in online courses:
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Regular announcements: set up a regular schedule of announcements (text, video, and/or audio) to highlight important course concepts and learning trends, help students manage their workflow, and remind them of upcoming assignments. Establishing a regular announcement day and time (e.g., Friday afternoon wrap-up or Wednesday noon check-in) can help students get in the habit of expecting and attending to your communications.
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Nudges: make time to email students who haven't been engaging with course content or assignments. When students fall behind in an online class, receiving a personalized nudge from the instructor can be the difference between dropping out and getting back on track. LMS gradebooks also provide an automated "nudge" option for students missing specific assignments.
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Timely feedback: offer frequent, constructive, and prompt feedback to students to guide their learning process. Video feedback is a great (and easy) way to build instructor presence and connect with students in a more personalized way. Where appropriate, set up peer-feedback and self-feedback systems to augment instructor feedback. LMS tools like rubrics, checklists, and group work options can facilitate feedback exchange between learners.
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Student surveys: use start-of-term surveys to learn more about your students and invite them to share information relevant to their learning. You can also administer anonymous mid-term surveys to gather feedback about the course. Don't hesitate to adjust your course based on student feedback and communicate those changes back to the class!
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Synchronous sessions: consider holding synchronous check-in sessions or office hours with your students, individually or in small groups, to answer questions, clarify class concepts, offer feedback on assignments, or simply check in and build community.
Reviewing and Refining Online Courses
As with any design project, assessment and troubleshooting play an integral part in successful online course development. Course assessment tools like the SUNY Online Course Quality Review Rubric (OSCQR) can help instructors conduct a comprehensive review of their courses and revise them to meet recommended standards. The OSCQR rubric encompasses fifty standards of quality divided into six categories: (1) overview and information, (2) technology and tools, (3) design and layout, (4) content and activities, (5) interaction, and (6) assessment and feedback. In addition to enumerating the standards, each section includes resources and recommendations for online course design and revision in the areas of design, delivery, RSI (regular and substantive interaction), and more. Drexel University's Remote and Online Teaching Readiness tool likewise provides a helpful framework for course self-assessment and revision. For more ideas on how to enhance online courses, instructors can browse the Teaching Online Pedagogical Repository (TOPR) curated by the University of Central Florida. Finally, much like in-person ones, online courses can benefit greatly from peer review of teaching (PRT). While in an in-person setting, peer review typically takes the form of class observation and/or review of course materials (syllabi, assignments, etc.), in an online context, adding a colleague to the LMS as an observer (temporarily or for the duration of the course) allows instructors to receive valuable formative feedback on course design, interactivity, and any other relevant aspect of the course.