Best practices, design standards, and strategies tailored to your teaching modality
Each teaching modality presents unique opportunities and challenges. Whether you're teaching fully online, in-person, or in a blended format, following research-backed best practices and design standards ensures your students receive a high-quality learning experience.
This guide provides specific recommendations for each modality, helping you make informed decisions about course structure, content delivery, student engagement, and assessment design.
Students learn independently on their own schedule without required live sessions
Asynchronous online courses allow students to access learning materials, complete assignments, and engage with course content at times that work best for their schedules. There are no required live meetings, making this format ideal for working professionals, students in different time zones, and those who need maximum flexibility.
Best For: Working professionals, students across time zones, self-directed learners, courses emphasizing reflection and deep processing
Challenges: Building community, maintaining engagement, preventing procrastination, providing timely feedback
Organize content into weekly or topical modules with clear learning objectives, consistent structure, and logical progression.
Provide a course schedule showing all due dates, activities, and expectations for the entire term upfront.
Break content into digestible segments (10-15 minutes each) rather than hour-long lectures.
Keep videos focused on one concept. Include captions, transcripts, and clear audio. Use our recording studios for professional quality.
Provide content in multiple formats: text, video, audio, infographics, interactive elements to accommodate different learning preferences.
Ensure all content meets WCAG 2.1 AA standards: alt text, captions, readable fonts, sufficient color contrast.
Facilitate substantive discussions with open-ended prompts. Require initial posts by mid-week and peer responses. Model participation.
Post announcements 2-3 times per week. Respond to questions within 24-48 hours. Be visible and accessible.
Include frequent, low-stakes assessments (quizzes, quick checks, reflections) to maintain engagement and provide progress feedback.
Mix quizzes, discussions, projects, and written assignments. Avoid over-reliance on any single format.
Return graded work within one week. Use rubrics for consistency. Provide specific, actionable feedback.
Break large projects into milestones with feedback at each stage to prevent last-minute rushing.
Structure weekly content with prerequisites and requirements
Video hosting with chapters, captions, and analytics
Asynchronous audio/video discussions
Short video responses from students
Social annotation of readings
Interactive content and activities
Students attend live virtual class sessions at scheduled times
Synchronous online courses meet in real-time through video conferencing platforms, allowing for immediate interaction, live discussions, and collaborative activities. Students must be available at specific times each week, similar to traditional in-person classes.
Best For: Courses requiring discussion and debate, building community, cohort-based programs, courses with complex content needing immediate clarification
Challenges: Time zone differences, technology issues, "Zoom fatigue," ensuring all students can participate, recording and privacy concerns
Limit lecture to 15-20 minutes. Include breakout rooms, polls, Q&A, case studies, and collaborative activities in every session.
For sessions over 75 minutes, include a 10-minute break. Use "brain breaks" every 20-30 minutes with quick activities or stretch breaks.
Meet at the same time(s) each week. Start and end on time. Post session agendas 24 hours in advance.
Allow chat, voice, reactions, polls, whiteboard, and breakout rooms. Not everyone is comfortable speaking up.
Use small groups (3-5 students) for discussions and problem-solving. Provide clear instructions and time limits. Visit rooms to check in.
Use polls, collaborative documents, digital whiteboards (Miro, Jamboard), and screen sharing to maintain engagement.
Record and post within 24 hours for students who miss class or want to review. Include captions. Establish clear recording policies.
Have a backup plan for tech issues. Share meeting links in multiple places. Test audio/video before each session.
Enable live captions. Share slides/materials before class. Allow camera-optional participation with clear norms.
Include readings, videos, or prep activities before sessions. Use Canvas for assignments and discussions between meetings.
Hold regular virtual office hours via Zoom. Use scheduling tools like Calendly for individual appointments.
Use announcements and email for important updates. Respond to messages within 24 hours on business days.
Primary platform with breakout rooms, polls, whiteboard, recording
Interactive polls and word clouds for engagement
Collaborative whiteboarding and brainstorming
Digital bulletin board for sharing and collaboration
Gamified quizzes and review activities
Real-time collaborative writing and note-taking
Combines face-to-face meetings with online activities and content
Blended (or hybrid) courses strategically combine in-person class meetings with online learning activities. Typically, classes meet once per week in person, with students completing readings, videos, discussions, and assignments online between meetings. This model leverages the best of both face-to-face and online instruction.
Best For: Adult learners balancing work and school, reducing seat time while maintaining community, courses requiring some hands-on or collaborative work, transition from fully in-person to more flexible formats
Challenges: Balancing online and in-person components, ensuring alignment between modalities, preventing students from viewing online work as "less important," managing time efficiently
Each component (online and in-person) should serve a specific purpose. In-person time is for activities that benefit from face-to-face interaction; online time for content delivery and individual work.
Students engage with content (videos, readings) online before class. In-person time focuses on application, discussion, problem-solving, and higher-order thinking.
Establish a predictable pattern: pre-class online work → in-person session → post-class online follow-up. Make expectations explicit.
Limit lecture to 15-20 minutes max. Prioritize discussions, group work, labs, presentations, problem-solving, and peer learning.
Reference and build upon what students learned online. Use in-class activities to deepen understanding and apply concepts.
Use in-person time to develop relationships, trust, and class culture that carries into online spaces.
Assign readings, videos (10-15 min), or introductory activities. Include low-stakes quizzes to ensure completion and check understanding.
Use discussion forums, collaborative documents, or reflection activities to maintain engagement between face-to-face sessions.
Use Canvas for quizzes, assignment submissions, and gradebook. Leverage online tools for efficiency and timely feedback.
Ensure online work + in-person time meets credit hour requirements (typically 3 hours per week of class time for a 3-credit course).
Don't overload online time. If reducing seat time by 50%, online work shouldn't exceed what they would have done outside of class in traditional format.
Align online deadlines with in-person meetings. Pre-class work due before session; post-class work due before next meeting.
Organize pre-class, in-class, and post-class materials clearly
Add questions to videos to ensure engagement
Social reading annotations before class
Quick checks in class that tie to online prep
Collaborative documents started online, finished in class
Video reflections between class sessions
Traditional classroom meetings with all instruction occurring face-to-face
Fully in-person courses meet exclusively in physical classrooms according to a set schedule. All instruction, activities, and interactions occur during scheduled class times or in required labs. While Canvas may be used for posting grades and materials, the primary learning environment is the face-to-face classroom.
Best For: Hands-on labs, performance courses, intensive discussions, building strong classroom community, students preferring structured learning environments
Challenges: Accommodating diverse schedules, making up missed classes, limited flexibility, ensuring consistent attendance, reaching all learning styles
Research shows students learn better through active engagement. Limit lecture to 15-20 minute segments interspersed with activities.
Regularly pause for students to reflect individually, discuss with a partner, then share with class. Increases participation and processing.
Mix discussions, group work, problem-solving, case studies, simulations, debates, presentations, and hands-on activities throughout each session.
Use Canvas as central hub for syllabus, schedule, assignments, grades, and course materials. Post slides after class for review.
Collect assignments through Canvas for efficiency. Use rubrics and SpeedGrader for consistent, timely feedback with digital record-keeping.
Post additional resources, recorded mini-lectures, or review materials online for students who need extra support.
Establish and enforce policies for attendance, participation, late work, technology use, and classroom behavior from day one.
Learn student names quickly. Create opportunities for all voices to be heard. Address diverse perspectives and experiences.
Use classroom technology purposefully: clickers/polls for participation, document cameras for demonstrations, multimedia for varied instruction.
Use quick checks throughout class: minute papers, exit tickets, show of hands, clicker questions to gauge understanding in real-time.
Don't just call on raised hands. Use random calling (with compassion), small group discussions, written responses, and varied participation methods.
Bring in examples, case studies, guest speakers, field trips, or service learning to connect classroom content to authentic contexts.
Course hub, gradebook, assignment collection
Live polling and audience response in class
Interactive presentations with embedded activities
Quick brainstorming and idea sharing visible to all
Digital whiteboard for group work and collaboration
Gamified review and practice activities
Online course with intensive in-person residency for capstone assessment
This modality combines the flexibility of fully online learning with the depth of an intensive in-person experience. Students complete coursework entirely online throughout the term, then come to campus for a concentrated residency period (typically 3-7 days) for capstone assessments, demonstrations, collaborative projects, or specialized instruction that requires face-to-face interaction.
Best For: Professional degree programs (counseling, education, leadership), programs requiring hands-on assessments, cohort-based models, students from distant locations, programs with specific licensing or accreditation requirements
Challenges: Coordinating residency logistics, maintaining engagement throughout online portion, preparing students for intensive experience, balancing online and residency workload, assessment of residency component
Structure online content to progressively prepare students for residency experience. Create explicit connections between weekly work and residency expectations.
Foster cohort bonding online through discussions, group projects, and peer feedback so students aren't meeting for first time at residency.
Use online time to build foundational knowledge and skills. Residency focuses on application, synthesis, and high-level performance.
Provide residency details (dates, location, schedule, requirements, lodging info) in syllabus and first week. Send reminders monthly.
Residency activities should require face-to-face interaction: role-plays, simulations, presentations, assessments, hands-on practice, collaborative problem-solving.
Plan full days (8-9 hours) with breaks. Mix presentations, activities, assessments, and social time. Allow for processing and reflection.
Design assessments that demonstrate real-world competence: counseling simulations, teaching demonstrations, leadership scenarios, portfolio presentations.
When possible, use multiple raters (faculty, external reviewers, peers) for performance assessments to ensure reliability and fairness.
Provide detailed rubrics weeks in advance. Allow students to practice with rubric criteria during online portion. Make expectations transparent.
Assign specific pre-work due before arrival: readings, draft submissions, reflection papers, practice activities to maximize residency time.
Include follow-up activities after residency: reflection assignments, peer feedback on performances, action planning, continued application.
Provide feedback and support after residency. Consider follow-up check-ins, mentoring, or additional online sessions to support continued growth.
Sequential online content building to residency
Virtual practice sessions before residency
Students practice skills on video for feedback
Collect work throughout term, present at residency
Digital rubrics and checklists for assessments
Coordinate individual assessment appointments
| Feature | Asynchronous Online | Synchronous Online | Blended | In-Person | Online + Residency |
|---|---|---|---|---|---|
| Flexibility | High | Medium | Medium | Low | High (online) + Fixed (residency) |
| Community Building | Medium (intentional effort needed) | High | High | High | Medium online, High during residency |
| Faculty Time Investment | High (upfront content creation) | Medium (live facilitation) | High (both components) | Medium (in-class preparation) | High (online + intensive residency) |
| Technology Requirements | Medium (LMS, video) | High (reliable internet, camera, mic) | Medium (LMS + classroom tech) | Low (Canvas for management) | Medium (LMS) + Low (residency) |
| Best for Working Adults | Excellent | Good (if consistent schedule) | Excellent | Difficult | Excellent (with advance notice) |
| Immediate Interaction | Delayed (forum discussions) | Real-time | During in-person sessions | Real-time | Delayed online, High during residency |
Our instructional designers can help you create an effective course regardless of modality