Instructional Resources

Introduction to Flexible Instruction

This resource will help you design flexible instruction, including incorporation of synchronous and asynchronous online components into your on-campus, in-person classes. This type of flexible instruction helps to guide students towards independent learning and maintain instructional continuity when students cannot make it to classes for a variety of reasons.

Pre-Planning Flexible Instruction

Designing a course that includes more flexibility for students is challenging and to do it well requires upfront planning. Below are some considerations:

Example of a Format and Communication Statement

  • Learning Activities: Select activities that are engaging and can be completed asynchronously and synchronously. See ‘Active Learning While Physically Distancing, Louisiana State University’ for suggestive activities for different instructional approaches.
  • Course Resources: Make resources accessible to all students. See Course Content and Instruction web page for suggestions on recording lectures, distributing content, accessibility guidelines, and privacy considerations.
  • Brightspace: Design your course in Brightspace to guide student learning and your instruction. For information on using the tools and features, see CITL’s Brightspace How-To-Guides and Tutorials.
  • Quality Design Guidelines: To determine if you have included the critical and recommended elements in your course for students to succeed, use the CITL Quality Course Design Rubric as a guide.

Strategies for Facilitating Asynchronous Learning

Strategies to help facilitate asynchronous learning so students feel more engaged in their learning experience include:

  • Weekly Structure: Create a consistent, clear structure in Brightspace for each week.

View an example of a weekly structure

Other Brightspace Tools/Features to Consider

  • Use Manage Files tool to upload or copy a number of files at once from your computer to your course site.
  • Use Assignments tool to retrieve and track assignment submissions. Assignments are date stamped when submitted.
  • Save time grading using the Assignments tool feedback options. You can annotate the submission file, record feedback in a text box, attach additional files, or record audio or video feedback. Also, save drafts as you mark and publish when all are graded.
  • Use the Rubrics tool to create a rubric and link it to a graded assignment, including a discussion topic. Rubrics can be copied and used in multiple course sites.
  • Use the Grades tool to create a gradebook for all items you are evaluating students on. Associate a grade item with any quiz, discussion activity, or assignments folder, so grades are automatically entered and a final grade calculated.
  • Use the Class Progress tool to see the overall progress of a student. This includes seeing if students have logged in to course, viewed a topic page, participated in discussions, submitted assignments, or completed quizzes.
  • Turn on completion tracking so students can monitor their own progress. Depending on the completion method selected, content pages students view will be automatically marked as completed or students can manually mark the page as completed when viewed.
  • Use Video Note tool to create recordings with your webcam and insert them directly on a content page.
  • Use the Brightspace Editor’s ‘Insert stuff’ option to embed or link to a video note or a resource created within the H5P Memorial Resources Environment.
  • Organize and manage week-specific course items using the Checklist tool.
  • Use notifications to keep up-to-date on with course activities.
  • Use the Calendar tool to post due dates and link to descriptions of activities and assessment content pages.

Strategies for Facilitating Online Synchronous Classes

The following strategies contribute to the success of facilitating and supporting student learning in scheduled online synchronous class meetings.

Before Session

View an Example of a Weekly Outline / Agenda

  • Arrange a demonstration of the classroom and online video conferencing technology. Determine what you are responsible for in relation to equipment operation, troubleshooting, and how best to facilitate the session. Visit CITL’s website for ‘How to Guides’ for using classroom equipment.
  • Establish a general class structure and format — how you want to facilitate your classroom (i.e., asking questions, use of camera, online netiquette, and technical issues).
  • Do a ‘practice run’.
  • Upload resources used in the session to Brightspace ahead of time. This will save time in class and allow students to prepare for class, including accessing resources when requiring accommodations (CAST, n.d; Marquart, et al., 2018).
  • For individual, peer or small group activities, display clear directions (i.e., on slide, whiteboard, Google doc) as to what you want students to do (Bergstrom, 2020).

During Session

Best Practices for Facilitating Synchronous Classes

Group Work Strategies

Web Conferencing Features and Uses

After Session

  • Let students know when and where the recording is available in Brightspace.
  • Add the summary of class meeting to Brightspace.
  • Remind students to complete the follow-up self assessment in Brightspace (Elkhoury & Frake-Mistak, 2021).

Some Examples of Flexible Instruction

See this resource at the University of Waterloo for examples of blended learning in courses.

References

Resource created by: Pam P.

Originally Published: October 13, 2021

Last Updated: September 18, 2024

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