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This instructional mode offers a mix of in-person and remote instruction achieved through classroom space rotation*, reducing in-person class time by including either remote synchronous or remote asynchronous instruction, using in-person class time for experiential learning elements, or some combination of these.
Each instructor will deploy their mixed-mode course in a way that works best considering the desired learning objectives. Some possibilities include:
In the rotation model, some students attend in-person sessions while others simultaneously attend those same sessions remotely. In the virtual enriched model, asynchronous or synchronous digital content is expanded upon in the classroom through engaging teaching strategies and/or in-person aspects that cannot be delivered remotely (e.g., labs, dance, art, etc.).
Place: Room is assigned AND remote element provided (Zoom or other).
Time: Days and times are assigned.
LionPATH Code: CM – COVID Mixed Mode
Webinars and On-Demand Videos
Webinars and videos designed to provide critical information to faculty and staff about mixed-mode instruction.
Recommendations for engaging students when teaching in a mixed-mode environment are presented by the Harrisburg Center for Teaching Excellence, John A. Dutton e-Education Institute, and the College of IST’s Office of Teaching, Learning, and Assessment.
Next Live Webinar
Why It Works
- can reduce physical classroom time
- does not involve a complete redesign to the course, though up-front planning is required
- allows for activities that require in-person delivery (e.g., labs, dance)
- reduces on-campus class sizes to allow for physical distancing
- students rotated into in-class sessions still benefit from some in-person contact
- can optimize face time spent in engaged interaction
- high degree of flexibility for students
- in-person experiential elements are important for skills-based learning
- student engagement varies; creating a learning community is feasible
- switch to complete remote delivery would require little effort if pandemic worsens
- students who cannot or will not return to campus may still be able to participate, depending on the design of the class
Policies, Guidelines, and Documents
- Acoustics Testing for Penn State’s “Teaching and PPE Committee” (PDF) - The Graduate Program in Acoustics collaborated with the Department of EHS to perform acoustical and audio testing on how instructors with face masks will be perceived by students.
- Canvas Setup — Keep It Simple - Guidelines to help instructors set up Canvas.
- COVID-19 Classroom and Syllabus Guidelines for Instructors (PDF) - Guidelines for communicating classroom behavioral requirements and ensuring student compliance.
- Experiential Courses Guideline/Process (DOC) - Guidelines and processes for courses requiring hands-on or experiential, in-person work to accomplish course learning goals and objectives.
- Flexible Instruction Teaching Guide - This self-paced guide provides important resources for a move to the remote teaching environment.
- Guidance for Continuity of Teaching during a Change in Normal Campus Operations Due to Weather and Other Local Emergencies (DOC) - This document offers guidance about how courses in each COVID teaching mode will proceed during a change in campus operations due to weather or other local emergency circumstances.
- Instruction, Universal Masking and PPE Recommendations (DOC) - Guidance on the use of personal protective equipment (PPE) in the classroom to ensure the safety of our faculty, staff and students during the COVID-19 pandemic.
- Instructor Guide for Upcoming Semester Course Planning - This guide is intended to help instructors prepare courses for the upcoming semester, given physically distanced and/or remote environments.
- Instructor Guide to Fall 2020 (DOC) - This guide was developed to provide instructors with a compilation of resources to help prepare for the semester and has been updated to include information about transitioning to remote instruction.
- Learning Design and Instructor Development Recommendations (DOC) - Recommendations from the learning design and instructor development teams regarding modes of instruction for fall 2020.
Frequently Asked Questions
Review the following frequently asked questions about mixed-mode instruction. For additional information, read all frequently asked questions.
What can I do to make attendance periods effective for students in mixed-mode courses with rotating groups that can only attend once every 2 weeks?
Think about what learning objectives for your course could be most effectively met in person and plan time for that during in-class periods. For example, perhaps some lectures could be pre-recorded so that a portion of each class could be dedicated to hands-on activities. Read guiding questions about mixed-mode course design.
In addition, consider flipping your class, such that all lectures appear in pre-recorded video format, and use class time for students (both in-residence and remote) to actively engage with material.
If students have visible flu-like symptoms in a face-to-face class setting, are instructors able to ask them to leave?
If a student is exhibiting symptoms in a classroom, the instructor is empowered to ask the student to leave the class and to see a health care provider. The student should not return to class until they are no longer exhibiting symptoms or have been cleared by a health care provider and can provide proof of clearance to the instructor. If the student refuses to leave, the instructor should follow the guidance in the classroom guidance document (PDF).
Be sure to check with your college or campus regarding locally mandated syllabus policies.
For this instructional mode, consider adding a brief description of how you will conduct class in this mode and your expectations for their participation. You might address questions like, should students be active during in-class discussions, should they participate in asynchronous discussion boards, or should they pose questions to Q&A tools remotely?
Because the purpose of having a mixed-mode varies, the portion of the course that must be in-person varies. For a laboratory, studio, design, or performance-based course, the minimum number of sessions for students to be in-person is determined by the activities that must be taught with the faculty and students together. For example, for courses that are lecture/recitation style with the recitation session being in-person, then it is based on the pedagogical design of the course and how much time is dedicated to the recitation portion. If the course is mixed-mode because it is rotating students through the opportunities offered in a classroom setting with the instructor and peers, then it is largely driven by the capacity of the room in relation to the size of the class. If in the rotational model, the in-person time is less than 33%, every effort will be made to find a larger room although distancing requirements present challenges in doing so.
If I require attendance as part of participation in the mixed-mode course, can I subtract points if students don’t attend class?
Instructors should follow Faculty Senate Policy 42-27, Class Attendance, which identifies examples of legitimate, unavoidable reasons for absence, such as illness, injury, military service, family emergency, or religious observance. Instructors should accommodate student absences with flexibility during this pandemic period, especially as we don’t want students who feel ill to think that they should attend class so that their grade is not negatively impacted by an absence.
Other general resources about attendance requirements as a part of participation in the course:
- View current information related to COVID-19 and classroom attendance policy on the Penn State Coronavirus Information website.
- Read Class Attendance procedures (undergraduate).
While you are not required to take attendance for your mixed-mode course, if you want to take attendance, consider the following options:
- Integrate iClickers into live or remote sessions.
- Develop a participation survey/quiz for students to complete after each in-person session. Ask students to either expand on content discussed or ask questions they would like covered in future sessions.
- Create a reflection assignment (e.g., one thing I learned, one thing I still have a question about).
In my mixed-mode course with rotating groups, should the names of my students within their assigned groups be published on my syllabus or elsewhere?
There is no need to publish a list of student names on your syllabus. Schedule students into groups in Canvas, and list on the syllabus which groups (rotation group A, rotation group B, rotation group C, etc.) should attend on different days.
In my mixed-mode course with rotating groups, how do I keep track of which students are attending in-person on which days?
Penn State’s Canvas team is building a tool within Canvas to assign students to class meeting days and to let them know on which days they are expected to attend class.
How do I support group projects for mixed-mode instruction if some or all of my students are remote?
Remote students can collaborate in Zoom or using digital tools such as Canvas groups or Microsoft Teams that provide workspace, communication, and file sharing. Students have many other online applications to collaborate remotely (i.e., Zoom, Google, etc.).
For mixed-mode courses, consider dedicating some of your in-person or synchronous remote class time for groups of students to work on projects either face-to-face or in Zoom break-out rooms.
Resources for Enhancing Your Teaching
The following instructional resources have been curated by educational developers and instructional designers and reviewed by faculty throughout the University. They are offered in the spirit of support for instructors who need to learn teaching in new modalities or who want to enhance their teaching effectiveness in familiar modalities.
These resources are for faculty who prefer to learn on their own, with a “give me the information and I’ll apply what works for me” approach.
- Teaching Guide for Faculty for Mixed-Mode Instruction
- What Is Learning Design?
- Engaging your students with multimedia assignments
- Strategies for Creating Engaging Synchronous and Asynchronous Learning Environments
- BlendLT Learning Path
These resources are for those who prefer to talk with colleagues or someone with expertise in learning or course design.
- Schedule a Consultation
- Faculty Instructional Consultants
- Tech Tutors and Tech TAs
- Engaging Students Series: Blending Asynchronous and Synchronous Teaching
- Talk with a University Librarian
“Explore Links and the Web” Resources
These resources are for instructors who prefer to do their own web research, exploring links and making conceptual and practical connections.
- Penn State Weblearning @ Penn State – Templates, Tools, and Resources
- Finding Open Educational Resources (OER)
- Open at Penn State
- Remote Resources for Penn State Library Users
- Accessibility at Penn State
- Best Practices for Teaching via Videoconferencing at Penn State
“Do a Deeper Dive” Resources
These resources are for those who prefer a directed and structured learning experience, either self-guided and/or instructor-led.
- LinkedIn Learning
- IT Learning and Development