Digital Delivery Modes

Delivery Modes at Durham College

Durham College offers a series of instructional delivery modes. These include remote, online, hybrid, flexible, and hyflex.

Below is the definition of each delivery mode as well as the strategic, pedagogical, and delivery considerations that can support decision making and development.

View the Durham College Digital Delivery Modes PDF Document

Remote Delivery ModeDefinition:

  • 100% online
    • Asynchronous and/or synchronous interactive activities
  • Implemented when there is a sudden and/or unexpected situation - result of a pivot from F2F delivery

Strategic Considerations:

  • Emergency measures based on external factors (e.g., COVID-19, snowstorms, etc.)
  • Students & faculty are unaware of the delivery mode ahead of time; very little time to prepare
    • Students and faculty return to F2F delivery when the sudden and/or unexpected crisis is over
  • Modifications of outcomes and assessments to adapt to the online environment

Pedagogical Considerations:

  • Ensure authentic assessments are digital by design and suitable for the delivery mode
  • Teaching and learning materials and activities are virtual and rapidly developed, primarily by instructors
    • Little time for review, reflection, and iterations of the course prior to implementation
  • Quick adoption of readily available educational technologies
  • Learning resources are digital and accessible.
    • Videos must have captioning & images must have alt text

Delivery Considerations:

  • Content is adapted for remote delivery
  • Strategically consider affordances of the course content when delivering synchronous vs. asynchronous
    • Synchronous time is used for clarification, extension, connection and practice through active learning activities
  • Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
    • Set expectations regarding remote learning and spend time orienting the class regarding these expectations
  • Establish faculty presence online through feedback and interactions that support growth and build community
  • Build a cohesive learning community online by providing students opportunities to engage with faculty, peers, and content
  • Focus on designing active learning opportunities synchronously and asynchronously that will allow learners to engage meaningfully with faculty, peers, and content
    • Use polls, discussion boards, etc.

Online Delivery ModeDefinition:

  • 100% online
    • Asynchronous and/or synchronous interactive activities
  • Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
    • Comprised of intentional instructional and assessment design

Strategic Considerations:

  • Strategic decisions about course content, assessments, & integration of technologies from onset of development, to fulfill set outcomes
    • Learning experiences are all online
  • Students & faculty are aware of the delivery mode ahead of time to prepare
  • All learning outcomes are thoughtfully considered for online delivery

Pedagogical Considerations:

  • Ensure authentic assessments are digital by design and suitable for online delivery
  • Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
  • Various educational technologies considered throughout development
  • Learning resources are digital and accessible
    • Videos must have captioning & images must have alt text

Delivery Considerations:

  • Content is developed for asynchronous delivery that includes interactive activities that promote clarification, extension, connections, and practice through active learning activities
  • Strategically consider affordances of the course content when delivering synchronous vs. asynchronous
    • Synchronous time is used for clarification, extension, connection and practice through active learning activities
  • Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
    • Set expectations regarding online learning and spend time orienting the class regarding these expectations
  • Establish faculty presence online through feedback and interactions that support growth and build community
  • Build a cohesive learning community online by providing students opportunities to engage with faculty, peers, and content
  • Focus on designing active learning opportunities synchronously and asynchronously that will allow learners to engage meaningfully with faculty, peers, and content
    • Use polls, discussion boards, etc.

Hybrid Delivery ModeDefinition:

  • F2F & online instruction
    • Online: Asynchronous and/or synchronous interactive activities
    • F2F requires on-campus participation
  • Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
    • Comprised of intentional instructional and assessment design
    • Suited for courses in which hands-on skill development is required

Strategic Considerations:

  • Strategic decisions about course content, assessments & integration of technologies from onset of development, to fulfill set outcomes
    • Blend of F2F and online learning experiences
  • Students & faculty are aware of the delivery mode ahead of time to prepare
  • All learning outcomes are thoughtfully considered for online or F2F delivery

Pedagogical Considerations:

  • Ensure authentic assessments are digital by design and suitable for both delivery modes
  • Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
  • Various educational technologies considered throughout development
  • Learning resources are digital and accessible
    • Videos must have captioning & images must have alt text

Delivery Considerations:

  • Design for synergy; ensure that the learning online and F2F learning reinforce and augment each other
  • Strategically consider affordances of the course content when delivering online vs. F2F
  • Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
    • Explicitly discuss online and F2F learning connected to course learning outcomes
    • Set expectations about online and F2F learning
    • What are the online participation requirements vs. F2F?
  • Establish faculty presence both online and F2F through feedback and interactions that support growth and build community in both modalities
  • Build a cohesive learning community both online and F2F, by providing students opportunities to engage with faculty, peers, and content in both modalities
  • Focus on designing active learning opportunities online and F2F that will allow learners to engage meaningfully with faculty, peers, and content in both modalities
    • Use polls, discussion boards, etc.

Hybrid Streaming

Definition:

  • F2F & online instruction
    • F2F participation is either on-campus or online streaming
  • Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
    • Comprised of intentional instructional and assessment design

Strategic Considerations:

  • Strategic decisions about course content, assessments & integration of technologies from onset of development, to fulfill set outcomes
  • Students & faculty are aware of the delivery mode ahead of time to prepare
  • All learning outcomes are thoughtfully considered for online and F2F delivery

Pedagogical Considerations:

  • Ensure authentic assessments are digital by design and suitable for both delivery modes
  • Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
  • Various educational technologies considered throughout development
  • Learning resources are digital and accessible
    • Videos must have captioning & images must have alt text

Delivery Considerations:

  • Design for synergy; ensure that the online and F2F learning reinforce and augment each other
    • When planning F2F lessons plan with the synchronous mode in mind first.
  • Strategically consider affordances of the course content when delivering online and F2F
  • Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
    • Explicitly discuss online and F2F learning connected to course learning outcomes
    • Set expectations about online and F2F learning
    • What are the online participation requirements vs. F2F?
  • Establish faculty presence both online and F2F through feedback and interactions that support growth and build community in both modalities
  • Build a cohesive learning community both online and F2F, by providing students opportunities to engage with faculty, peers, and content in both modalities
  • Focus on designing active learning opportunities online and F2F that will allow learners to engage meaningfully with faculty, peers, and content in both modalities
    • Use polls, discussion boards, etc.

Classroom Streaming

Definition:

  • F2F or online synchronous
    • Students attend synchronously online or F2F
  • Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
    • Comprised of intentional instructional and assessment design

Strategic Considerations:

  • Strategic decisions about course content, assessments & integration of technologies from onset of development, to fulfill set outcomes
  • Students & faculty are aware of the delivery mode ahead of time to prepare
  • All learning outcomes are thoughtfully considered for online and F2F delivery

Pedagogical Considerations:

  • Ensure authentic assessments are digital by design and suitable for both delivery modes
  • Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
  • Various educational technologies considered throughout development
  • Learning resources are digital and accessible
    • Videos must have captioning & images must have alt text

Delivery Considerations:

  • Design for synergy; ensure that the online and F2F learning reinforce and augment each other
    • When planning F2F lessons plan with the synchronous mode in mind first.
  • Strategically consider affordances of the course content when delivering online and F2F
  • Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
    • Explicitly discuss online and F2F learning connected to course learning outcomes
    • Set expectations about online and F2F learning
    • What are the online participation requirements vs. F2F?
  • Establish faculty presence both online and F2F through feedback and interactions that support growth and build community in both modalities
  • Build a cohesive learning community both online and F2F, by providing students opportunities to engage with faculty, peers, and content in both modalities
  • Focus on designing active learning opportunities online and F2F that will allow learners to engage meaningfully with faculty, peers, and content in both modalities
    • Use polls, discussion boards, etc.

Hyflex Delivery ModeDefinition:

  • 100% F2F and 100% online
    • Online synchronous, online asynchronous, and F2F delivery modes
  • Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
    • Comprised of intentional instructional and assessment design
    • Students choose delivery mode of engagement from class to class

Strategic Considerations:

  • Strategic decisions about course content, assessments & integration of technologies from onset of development for online (asynchronous and synchronous) and F2F, to fulfill set outcomes
  • Students & faculty are aware of the delivery mode ahead of time to prepare
  • All learning outcomes are thoughtfully considered for online synchronous, online asynchronous, and F2F delivery

Pedagogical Considerations:

  • Ensure authentic assessments are digital by design and suitable for the three delivery modes
  • Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
    • Teaching approaches are tailored to both online and F2F delivery modes in a harmonious way—attention is devoted to both F2F and online students equitably
  • Various educational technologies considered throughout development
    • Technologies used to simulcast must ensure that there are equitable learning experiences for all students
  • Learning resources are digital and accessible
    • Videos must have captioning & images must have alt text

Delivery Considerations:

  • Design content with the synchronous and asynchronous online experience in mind first; then design for F2F delivery - digital by design.
  • Strategically consider affordances of the course content when delivering online (synchronous and asynchronous) vs. F2F
  • Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
    • Ensure student learning is equitable amongst online and F2F students
    • Ensure all resources, activities, materials, and opportunities are available for all learners
    • Set expectations and explain processes and procedures
    • How will F2F, asynchronous online, and synchronous online students participate, interact, and access learning opportunities?
  • Establish faculty presence online synchronously, online asynchronously, and F2F through feedback and interactions that support growth and build community in all modalities
  • Build a single cohesive learning community online and F2F, by providing students opportunities to engage with faculty, peers, and content in all modalities
    • Monitor discussion chat and reference them in F2F meetings
    • Repeat questions from F2F learners for online learners to hear
  • Focus on designing active learning opportunities online and F2F that will allow learners to engage meaningfully with faculty, peers, and content in all modalities
    • Design active learning opportunities that allow online synchronous, online asynchronous, and F2F students to interact