Undergraduate Course Delivery Modes
Undergraduate courses at Memorial University can be offered in either of the following delivery modes: in-person, independent study, flexible, blended, remote, and online.
This resource provides a description of each mode with the intention of illustrating some of the subtle differences in relation to:
- design philosophy;
- development framework;
- student preparedness (technology);
- learning management system (LMS) use;
- instructor presence, and
- interactions with classmates.
Additional resources about the mode are also provided.
Each description is presented as an expandable toggle item, so you can select each one to see more information.
Note: These descriptions reflect the Undergraduate Modes of Delivery outlined on the Office of the Registrar’s website: https://www.mun.ca/regoff/ registration-and-final-exams/course-offerings/undergraduate-modes-of-delivery/
In Person
Definition
Primarily in-person learning with classes held at regularly scheduled times.
Class Meeting Times: Synchronous, with course days and times listed.
Location: In-Person
Exams: When used, invigilated exams completed in-person at a scheduled date and time.
Design Philosophy
Designed by instructor with instructional design and media support available upon request. Learning experience varies depending on the learning activities and instructional strategies selected for students to engage with the content, reflect on what they are learning, and interact with each other and the instructor. Students are expected to participate in the scheduled in-person class sessions.
Development Framework
Often developed week-by-week, with consideration of the overall course plan.
Student Preparedness (Technology)
Instruction does not require an online component, so students may be less prepared to access technology off campus.
Learning Management System (LMS) Use
General use of LMS to communicate with students; repository for course resources, and administer assessments and grades.
May use other features of LMS for group work (e.g., discussion forums, peer scholar, etc.)
Instructor Presence
Provides direct instruction – instructor likely presenting or demonstrating new information, providing feedback on guided practice activities, and facilitating independent individual or group work.
Interactions with Classmates
Instructor designs and manages interactions in the in-person scheduled class sessions. May include peer and group activities.
Spontaneous in-person interactions occur on campus.
Resources
- Course Planning & Design: https://blog.citl.mun.ca/instructionalresources/designing-a-course-the-analysis-phase/
- Wireless Classroom Collaboration (On-Campus Teaching): https://blog.citl.mun.ca/technologyresources/getting-started-with-mersive-solstice/
Independent Study
Definition
Most of the learning is completed independently by the student(s) with the supervision of the faculty member who meets regularly with student(s). Workload is comparable to other courses with the same credit hour value.
Class Meeting Times: Synchronous, with days and times selected by student(s) and supervising faculty member.
Location: In person or online, selected by student(s) and supervising faculty member.
Exams: Typically, not used; if used, invigilated exams completed in-person at a scheduled date and time
Design Philosophy
Designed by the supervising faculty member and student. The faculty member guides the learning by providing a selection of learning resources (e.g., readings) or experiences (e.g., research), defining the work to be evaluated based on the course learning goals outlined by student and faculty member.
Student is expected to articulate how this course fits into their academic goals and be self-motivated.
Development Framework
Course syllabus and expectations are clearly outlined before independent study begins.
Student Preparedness (Technology)
Student knows from the onset what is expected, so will likely have access to the technologies required.
Learning Management System (LMS) Use
General use of LMS to communicate, share course resources, provide feedback, administer assessments and grades.
Instructor Presence
Supervised faculty member regularly meets with student to provide feedback and guidance.
Interactions with Classmates
Individual, self-study. Student and instructor determine communication tools suitable to situation.
Resources
- Wireless Classroom Collaboration (On-Campus Teaching): https://blog.citl.mun.ca/technologyresources/getting-started-with-mersive-solstice/
- Learning Outcomes: Definition, Characteristics, and Benefits https://blog.citl.mun.ca/instructionalresources/learning-outcomes/
- Assessment https://www.mun.ca/citl/teaching-support/featured-resources/assessment/
- Making Feedback Learner-Centered https://blog.citl.mun.ca/instructionalresources/making-feedback-learner-centered/
Flexible
Definition
Learning takes place at regularly scheduled times in-person and synchronously online at the same time.
Class Meeting Times: Dates and times listed.
Location: In-person and synchronous online component facilitated through the University’s learning technologies (e.g., web conferencing system).
Exams: When used, invigilated exams completed in-person at a scheduled date and time.
Design Philosophy
Designed by the instructor. Various technologies and activities are considered to facilitate a meaningful, engaging learning experience for all students to interact with the content, each other, and the instructor.
Instructional design and technical support will vary depending on knowledge and experience of instructor and activities selected.
Students are responsible for choosing their preferred method of participating (in-person or online).
Development Framework
Content and activities for in-person and synchronously online scheduled sessions are developed upfront to ensure an equivalent experience for all students to attain course learning outcomes.
Student Preparedness (Technology)
Students know from the onset that instruction will include an online mode of delivery, so likely have access to technology that supports their choice to actively engage in the learning experience.
Learning Management System (LMS) Use
In addition to general use of LMS, utilize advanced features and tools to facilitate individual and group learning activities and social interaction of entire class.
Instructor Presence
Provides direct instruction and encourages a sense of community with both the in-person and synchronous online environment.
Interactions with Classmates
Instructor designs and manages interactions in the scheduled sessions with in-person and online students at the same time. Learning activities can extend interactions outside of scheduled class sessions.
Spontaneous in-person interactions occur on campus. May include peer and group activities.
Defined spaces within the learning environment can be added for social interaction.
Resources
- Flexible Instruction: https://blog.citl.mun.ca/instructionalresources/flexible-instruction/
- Course Content and Instruction: https://www.mun.ca/citl/teaching-support/featured-resources/course-content-and-instruction/
- Assessment: https://www.mun.ca/citl/teaching-support/featured-resources/assessment/
- Communication and Engagement with Students: https://www.mun.ca/citl/teaching-support/featured-resources/communication-and-engagement-with-students/
Blended
Definition
A blend of in-person and online learning activities. Students and instructor meet regularly at scheduled times. Typically, 50% or more of the scheduled meeting time occurs in person. For online activities, students and instructor engage asynchronously or meet synchronously (e.g., attending online seminars).
Class meeting Times: Dates and times listed; but less in-person meeting time than an in-person course.
Location: In-Person and online component facilitated through the University’s learning technologies (e.g., the learning management and web conferencing systems).
Exams: When used, invigilated exams completed in-person at a scheduled date and time.
Design Philosophy
A blending of in-person and online activities designed and facilitated by the instructor. The online activities build upon what students learn in person and contribute to the achievement of the course learning outcomes. Instructional design and media support may be required as online activities increase and scheduled in-person class time decreases.
Students are expected to take more responsibility for their learning. They must complete the in-person and online learning activities as designated by the instructor.
Development Framework
The course syllabus and schedule of when and where students will access content and engage in learning activities are provided to students at course onset.
Student Preparedness (Technology)
Students know from the onset that instruction will include an online component, so likely have access to the technology that enables them to actively engage in the learning experience.
Learning Management System (LMS) Use
In addition to general use of LMS, utilize advanced features and tools to organize and sequence course content, facilitate online activities, and extend the in-person learning community.
Instructor Presence
Provides direct instruction and facilitates an inclusive learning environment that encourages a sense of community for both the on campus and online environment.
Interactions with Classmates
Instructor designs and manages interactions in both the in-person and online learning environment.
Spontaneous in-person interactions occur on campus. May include peer and group activities.
Resources
- University of Waterloo -Best Practices for Designing Blended Courses: https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/best-practices-designing-blended-courses
- Examples of blended learning at University of Waterloo https://uwaterloo.ca/centre-for-teaching-excellence/resources/blended-learning/some-examples-blended-courses
- University of Central Florida (UCF) and the American Association of State Colleges and Universities (AASCU) Blended Learning Toolkit: https://blended.online.ucf.edu/
- Course Design Checklist https://blog.citl.mun.ca/ instructionalresources/course-design-checklist/
Remote
Definition
Delivered entirely through the Internet. Students and instructor are typically scheduled to meet at the same time, often from different locations, using web conferencing. A temporary alternative to ensure instructional continuity during unanticipated disruption of an in-person course. Instructor may choose to meet less frequently than the scheduled days and times, as detailed in course syllabus.
Class Meeting Times: Synchronous with dates and times listed. Course materials and activities can also be delivered asynchronously (e.g., recorded lectures).
Location: Online, facilitated through the University’s learning technologies (e.g., the learning management and web conferencing systems)
Exams: When used, location and time scheduled according to the nature of the disruption.
Design Philosophy
Designed by instructor with some support. Learning experience varies depending on the instructor’s level of expertise with using the learning technologies and involving students in the learning.
Students are expected to participate in the online scheduled in-person class sessions.
Development Framework
Often developed week-by-week, with consideration of the overall course plan.
Student Preparedness (Technology)
Students may be less technologically prepared, with access to a mobile device only and limited connectivity in their homes. Instructional planning should reflect these limitations.
Learning Management System (LMS) Use
General use of LMS to communicate with students, relay course content, and administer assessments and grades.
May use other features of LMS for group work (e.g., discussion forums, peer scholar, etc.)
Instructor Presence
Mirrors expectations of in-person instruction. Regularly connects with students through web-based tools.
Interactions with Classmates
Interactions are often instructor-initiated. Students may converse online. May include peer and group activities.
Resources
- Teaching Remotely (Infographic) https://blog.citl.mun.ca/instructionalresources/files/2020/05/Remote-Teaching-Infographic.pdfhttps://blog.citl.mun.ca/instructionalresources/files/2020/05/Remote-Teaching-Infographic.pdf
- Educause, The Difference Between Emergency Remote Teaching and Online Learning https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
- Remote Instruction via Asynchronous and Synchronous Technologies https://blog.citl.mun.ca/instructionalresources/remote-instruction-via-asynchronous-and-synchronous-technologies/
- On Campus to Remote in 100 Seconds https://blog.citl.mun.ca/instructionalresources/on-campus-to-remote-in-100-seconds/
- Course Design Checklist https://blog.citl.mun.ca/ instructionalresources/course-design-checklist/
- Remote Facilitation https://blog.citl.mun.ca/instructionalresources/alternatives-to-lecturing/
- Remote Assessment https://blog.citl.mun.ca/instructionalresources/assessment-strategies-considerations-for-remote-instruction/
- When Plans Change: Teaching Strategies for Emergencies and Disruptions https://blog.citl.mun.ca/instructionalresources/when-plans-change-teaching-strategies-for-emergencies-and-disruptions/
- Creating Community in Your Remote course https://citl.mun.ca/TeachingSupport/instructionalcontinuity/Creating_Community.pdf
Online
Definition
Delivered entirely through the Internet. Instructor and students engage in activities at different times from different locations (asynchronously). Some online courses contain synchronous learning activities (e.g., student presentations).
Class Meeting Times: Primarily asynchronous with no dates and times scheduled. Attendance is not required for any synchronous meeting times scheduled by the instructor (e.g., course welcome/orientation).
Location: Online, facilitated through the University’s learning technologies (e.g., the learning management and web conferencing systems)
Exams: When used, invigilated exams completed online, on campus or at an examination center; dependent on student’s location and coordinated by the Center for Innovation and Teaching and Learning.
Design Philosophy
Designed by a faculty member in collaboration with an instructional design and media team. Faculty member may or may not be the instructor.
Various assessment, learning activities, instructional strategies, and technologies are considered to facilitate a meaningful, self-directed learning experience.
Students are expected to be self-directed with regular check-ins by instructor. This entails logging into their course site regularly to stay connected and scheduling time to complete assigned activities and assessment.
Development Framework
Fully developed in learning management system at the start of the course.
Student Preparedness (Technology)
Students know from the onset that all instruction will happen online, so likely have access to the technology that enable them to actively engage in the learning experience.
Learning Management System (LMS) Use
Advanced use of tools and components to deliver course content and facilitate social interaction of class and learning activities.
Instructor Presence
Instructor facilitates and guides student learning by providing clear directions; modelling appropriate netiquette; sharing their experiences, monitoring progress; and giving students feedback on their work.
Interactions with Classmates
Interaction built into learning activities; addition of defined spaces within the learning environment for social interaction. May include peer and group activities.
Resources
- Guide for Preparing your course for Remote or Online Learning https://blog.citl.mun.ca/ instructionalresources/guide-for-preparing-your-course-for-remote-or-online-learning/
- Guide to Teaching Online https://blog.citl.mun.ca/instructionalresources/guide-to-teaching-online/
- Teach Online https://www.mun.ca/citl/teaching-support/teach-online/
- Course Design Checklist https://blog.citl.mun.ca/instructionalresources/course-design-checklist/