Teaching modalities

On-campus topics require in-person timetabled instruction either on campus or at another physical venue. Although timetabled lectures are possible in this modality, the emphasis is on high value active learning during in-person attendance at workshops/tutorials/labs and other learning experiences. Pure content delivery (“learning by acquisition” Laurillard, 2012) occurs in the LMS. 

• Students attend on campus classes or other learning locations for active learning opportunities and high value interaction between academics/industry partners and students including real-time communication and immediate feedback.
• Students access content asynchronously through the LMS which is presented using a variety of digital tools and high-quality digital content.

• Overall LMS layout is consistent across the University with consistent templates within courses.
• LMS sites comply with the FLO checklist for ONC delivery.
• Topic level learning and engagement analytics leveraged to encourage student engagement and use of support.
• LMS presented as a single site or shared within the same study period.

This course is delivered online through the LMS, plus requires some in person attendance on campus e.g. intensive, workshop, seminar or in a work integrated learning context e.g. clinical, field or industry placement.

• Students work through content available in the LMS in a self-paced format together with self-paced online learning activities drawing on high-quality digital content.
• Maximum student flexibility within the limitations of assessment due dates, key term dates, etc.
• Student support and feedback provided fully online except for during required on site activities and assessments.  

• All content and assessment is managed within the LMS and its technology integrations except for mandatory in-person activities and assessments.
• LMS layout is consistent across the University complying with requirements for fully online courses.
• LMS sites comply with the FLO checklist for ONL delivery.
• Topic level learning and engagement analytics leveraged to encourage student engagement and use of support.
• LMS presented as a single site is encouraged for this modality.
• Online with Intensive (POC).

Online (ONL)

Online Synchronous

Interaction with peers, content and teacher is primarily self-paced via the LMS. Students and teachers come together in regular timetabled online sessions (e.g. webinars) to discuss and apply concepts. Topic sites should be set up with a focus on flexible options for accessing and interacting with content. Scheduled online sessions are supplemented with asynchronous high quality digital content and communication channels within the LMS.

• Student work through content available in the LMS in a self-paced format together with self-paced online learning activities drawing on high-quality digital content.
• Maximum student flexibility within the limitations of assessment due dates, key term dates, etc.
• Student support and feedback provided fully online except for during required synchronous activities or assessments online.  

• All content and assessment is managed within the LMS and its technology integrations except for mandatory in-person activities and assessments.
• LMS layout is consistent across the University with consistent page layout within courses.
• LMS sites comply with the FLO checklist for ONL delivery.
• Topic level learning and engagement analytics leveraged to encourage student engagement and use of support.
• If presented in a shared LMS site with ONC delivery, clarity of communication and expectations for each modality is paramount.  Online with limited synchronous activity.

Fully Online Asynchronous

The topic is available to study completely online. All interaction with peers, content and teachers is via the LMS, with no timetabled sessions. Learning is self-paced, within the constraints of a typical term (including fixed assessment dates). Topic sites should be set up with a focus on flexible options for accessing and interacting with content. Interaction with peers and teachers is via asynchronous channels.

• Student work through content available in the LMS in a self-paced format together with self-paced online learning activities.
• Maximum student flexibility within the limitations of assessment due dates, key term dates, etc.
• Student support and feedback provided fully online.
• Any synchronous interactions are at request of students and/or entirely voluntary with no assessment or participation requirements attached.

• All content, learning activities and assessment is managed within the LMS and its technology integrations.
• LMS layout is consistent across the University complying with requirements for fully online courses.
• LMS sites comply with the FLO checklist for ONL delivery.
• Topic level learning and engagement analytics leveraged to encourage student engagement and use of support.
• LMS presented as a single site is required for this modality.