Teaching Modalities, Timelines, & Outlines
Teaching Modalities, Timelines, & Outlines
Overview of Teaching Modalities
Explore the table below to review some key similarities and differences between course modalities.
| In Person | Hybrid | Online | Special Course Formats | |
|---|---|---|---|---|
| Description | In-person courses are delivered on campus in a physical learning space for 100% of contact hours | Hybrid courses combine in-person and online course delivery into one integrated experience (synchronous and asynchronous). The mix of delivery modes will depend on an instructor's teaching strategies and course learning objectives. At least 50% of the contact hours are face-to-face. | Online courses are delivered 100% online using distance learning technologies. | Directed studies or applied practice experience (APE), where students work closely with an instructor or an APE supervisor. |
| Place | On-campus learning space (classroom, lab, etc.) | On-campus learning space and online | Online only | On-campus learning space, in the community, online |
| Time | Meets at class times according to RSPH course schedule | In-person and online class times are determined by the instructor and align with the RSPH course schedule. | Synchronous online interactions meet at class times according to the RSPH course schedule. | Meeting times are arranged between learners, instructors, and field supervisors. |
| Synchronous | Engage in course content at scheduled times in an on-campus learning space. | Engage in course content at scheduled times either in person or online. | Engage in course content at scheduled times online. | Engage in course content at scheduled times either in person or online. Learners and instructors agree upon meeting times. |
| Asynchronous | Learners prepare for class, complete homework, etc. outside of scheduled class time. Access available to Canvas content anytime. | Learners engage in interactive course content (pre-recorded mini-lectures, assignments, discussions, etc.) at any time. | Learners engage in interactive course content (pre-recorded mini-lectures, assignments, discussions, etc.) at any time. | Learners engage in interactive course content (pre-recorded mini-lectures, assignments, discussions, etc.) at any time. |
Creating a Course Outline
Whatever the course modality, when preparing for a course you are developing for the first time or revising a course you have taught before, it is important to work with a course design outline. Using an outline to plan out each course session will ultimately save you time and will result in a more organized course layout and a more easy-to-follow road map for your learners.
The three key instructional components that each course session should include that align with the principles of backward design are:
- Competencies and learning objectives
- Assessments
- Course content and learning activities
Use the recommended course templates to make sure your course meets minimum standards.
Course Design Timeline
The timeline for developing a course can vary based on modality and your experience level, but it is not unusual for instructors to begin preparing for courses they have not taught before a year in advance.
- Asynchronous online courses require the longest development time, a the entire course must be completed before it goes live.
- Synchronous online courses may also require more upfront design and development time than in-person courses.
- While there may be more flexibility to gradually develop in-person courses over the course of the semester, it is important to remember that using Canvas allows an instructor to do much more than use it as an electronic filing cabinet for a syllabus and course materials. To the extent that you need assistance with maximizing Canvas capabilities in your course delivery, this will impact your preparation time.
- Hybrid courses add a significant level of complexity to your in-person course that should also be accounted for in your timeline.
Regardless of the course modality, RSPH seeks to establish a community of instructors who are committed to an ongoing, iterative assessment of their courses through the lens of diversity, equity, and inclusion.
Consider the interactive timelines below as guides to help pace your course preparation.
Sample Timeline for In-Person Courses
For a fall semester course:
- March: Focus on organizing, research, and gathering resources. This is a great time to use the DEI curriculum assessment form.
- April - May: Design the course. Review competencies, create a course plan, write objectives, search resources and map them to the course plan, and decide what resources need to be developed.
- June - August: Develop the course. Create lectures, materials, activities, and assessments. Create a communication plan. Schedule speakers. Add materials to Canvas. Submit course reserves.
- August: Finish the course and review it using the standards and course checklist.
- August - December: Teach the course! Publish your Canvas page the week that classes begin in late August.
- December and beyond: Reflect on lessons learned and iterate.
Sample Timeline for Online and Hybrid Courses
For a fall semester course:
- December - January: Conceptualize your course and complete the DEI curriculum assessment form.
- January - February: Focus on organizing, research, and gathering resources. Create a course outline and review competencies.
- February - March: Design the course. Review competencies, create a course plan, write objectives, search resources and map them to the course plan, and decide what resources need to be developed.
- March - June: Develop the course. Create lectures, materials, activities, and assessments. Record videos. Create a communication plan. Schedule speakers. Add materials to Canvas. Submit course reserves.
- July - August: Finish the course and review it using the standards and course checklist.
- August - December: Teach the course! Publish your Canvas page the week that classes begin in late August.
- December and beyond: Reflect on lessons learned and iterate.