Face to face, blended and wholly online delivery

lecturer and student studyingFace-to-face delivery

Face-to-Face teaching can be an integral part of an on-campus student's learning experience. However even with a fully face-to-face mode there should be a minimum online course presence for students to access basic course information, submit assignments etc. 

There are many aspects of an online course that can be employed to support, supplement and enhance face-to-face learning and teachers are encouraged to move their practice towards a blended delivery.

Blended deliveryfemale staff member assisting student on computer

A blended course combines face-to-face elements such as lectures and tutorials with some online learning elements. Blended courses should include more content/activities to support learning than with typical face-to-face courses. What types of content/activities are chosen and how they are implemented will depend on the desired learning outcomes and what the most appropriate and effective blend of in-class and online elements.

One way of approaching a blended delivery is to think about the most effective way of using the in-class time you have. For example, is it the most effective use of a student's time to sit passively watching a lecture?  A model of blended delivery that has gained a lot of popularity is the flipped classroom model. For more information see Flipped Classroom.

male student on computerOnline (wholly online) delivery

Wholly online or distance courses are those that have no face-to-face contact, or very minimal contact such as initial or mid-semester 'intensives'. More learning activities and content should be incorporated into the wholly online course to support effective learning than would be the case in a typical face-to-face arrangement. The main additional feature of a wholly online course must be an element of communication and collaboration between student and teacher and between students.

Online communication and collaboration can be effective in facilitating learning in any context, but are especially important for distance students who, without effective teacher and peer communication and support, may encounter feelings of isolation and disengagement.

For an engaging and effective online learning experience the teacher should aim to embed opportunities for communication and interaction with and between students. This requires a different set of skills to face-to-face teaching. However basic teaching and learning principles still apply.

For more information on how to effectively deliver an online course, see Being an effective teacher online

For recommendations and minimum requirements for the inclusion of elements in your online course, see Level 2: Delivery Mode Specific Standards

Where can I get support?

Each faculty has their own embedded course design and eLearning contacts who can provide advice and assistance in determining the best delivery model for your course. Alternatively, CLIPP staff can provide help.