Brief Description: Online Instruction and F2F for activities and engagement. The majority of instruction is provided through a mix of synchronous and asynchronous work, supplemented by in-person class meetings for students in alternating patterns, with faculty typically attending all sessions, enabling strong peer-to-peer and instructor-student engagement. In-person student attendance is expected on assigned days.
Classroom Set-up: Any campus classroom with basic technology is appropriate, though instructors can request larger classrooms to accommodate more students, as needed. In addition, as available, instructors can request HawkLIVE, tech-enhanced classrooms to enable them to stream class sessions via videoconference, if they would like to do so.
Technology for Participants: Desktop or laptop; if choosing to video conference live during any sessions, instructors will need a laptop.
Faculty Role: Instructors prepare course content primarily for online delivery supplemented by significant F2F interactions that deliver on the promise that this is a course with F2F elements. Instructors have discretion on how best to use F2F sessions.
Planning and Set-Up Considerations
Since HawkMIX allows for instructor discretion regarding the F2F sessions and the extent of synchronous and asynchronous elements of the online course delivery, it’s imperative for instructors to careful detail their customized delivery set-up to students — through the syllabus, and through an introductory email sent a week prior to course commencement.
F2F Session Ideas:
- For flipped classroom pedagogues who reserve class time for high-level engagement, knowledge assimilation, application, analysis, synthesis, and evaluation. See Vanderbilt website among others.
- For hands-on learning: science labs or other activities that require manipulations and actions by students.
- For computer or other equipment directed use: smaller groups of students meeting with faculty to work through problem sets in classroom computer labs that have specialized equipment or simply to help students get through difficulties.
- For engagement: F2F sessions with smaller groups of students can facilitate students’ engagement with faculty by asking questions and receiving individualized, spontaneous oral feedback.
- For reinforcement of difficult lessons: F2F sessions with smaller groups of students can enable all students to be active in working through difficult concepts, dense readings, charged ideas, and applications of theories.
Student Experience: –Students attend either live online class sessions and/or complete asynchronous activities as scheduled by the instructor.
–Student groups regularly attend F2F sessions as scheduled.
- Canvas Universal Guidelines
- The Montclair Syllabus
- OFA Teaching Basics
- Accessibility FAQs
- OFA Peer to Peer Workshops
- Designing Effective Assignments
- Active Learning: Engaging Discussions
- MSU Design for Online Teaching Preparation Checklist
- MSU Canvas Course Template and Design Model
- MSU Online Teaching Preparation Checklist
- ITDS Online and Hybrid Teaching
- ACUE’s Online Teaching Toolkit
- Arizona State University’s Design for Online Learning Toolkit
- Vanderbilt’s Active Learning in Hybrid and Physically Distanced Classrooms
- POD’s Blended Learning Modalities Resources
- Penn State’s Resources for Asynchronous Teaching (slideshow; video-recording, sample syllabus.)
- Penn State: Engaging Students Synchronously: (video lesson; text material; slide deck)