From September 2020, the University will adopt a hybrid delivery model consisting of on-campus and online delivery, aligned with Government social distancing restrictions. This model is distinctive from existing forms of online or blended delivery. Subject to Government guidance, students can expect the opportunity to spend some time on campus and some time learning online. The extent of either will depend on the evolution of the pandemic and the requirements of individual disciplines.
Following the above recent University communications with regards to the hybrid delivery model for 2020/2021, colleagues will be considering the implications that this has on course/module design and delivery. A recent paper by Nordmann et al (April 2020), discusses 10 simple rules for supporting a temporary online pivot in higher education. Student engagement is inextricably linked to student retention and success and it is more important than ever during the adoption of this hybrid delivery model to focus our attentions on the engagement of students. Promoting and enhancing effective student engagement is explicit and central to many of the rules Nordmann et al discuss. Colleagues may want to refer to the full paper (details below) but the following summary outlines the ten rules providing key considerations for practices around teaching and supporting learning within the hybrid delivery model.
Rule 1: A temporary online pivot is not the same as emergency remote teaching or a specialised online course
Teesside University’s hybrid delivery model is not the same as the emergency remote teaching delivered in the immediate reaction to Covid-19. Delivery of courses will need to be more robust under the hybrid delivery model than those during emergency remote teaching. However, it is important to recognise the challenge to be met around balancing workload, pedagogies and practicalities until we return to what the new normal will be following Covid-19.
Rule 2: Provide asynchronous content
Providing asynchronous content, where it is possible, provides greater opportunities for students to engage with their studies flexibly. The paper discusses how dis-advantaged students can be hit hardest with lack of access to quiet working environments, access to technology and potentially under-developed skills for independent online study. A number of useful considerations are provided around re-packaging more traditionally delivered content that can help to promote student engagement with course content.
Rule 3: Provide synchronous and asynchronous contact and communication
It is important to provide multiple avenues for synchronous and asynchronous contact with staff and peers providing clarity around the intended purpose of the different forms of contact. Expectations around both staff and student engagement across the different channels of communication needs to be clearly communicated. The paper recognises that:
“Whilst lecture content should be provided asynchronously to allow flexibility, this does not preclude scheduling synchronous contact to provide students with:
- Open or scaffolded opportunities to seek support or clarification in regard to course materials or assessments.
- Consolidation of course content via peer- or tutor-mediated discussions.
- Social and academic networking opportunities.
- Development of collaborative skills during small-group activities.”
(Nordmann et al 2020, p.7)
The above bullet points are well recognised practices that can help build a sense of belonging and promote student engagement.
Rule 4: Set and communicate clear expectations about engagement
Student engagement is referenced in Rule 3; it is important to communicate clearly with students the expectations for engagement at the beginning of the course. A number of suggestions are provided and communicating and setting the expectations that staff have of their students will help the implementation of Rule 6. It is also important to communicate what students can expect around staff engagement and their availability.
Rule 5: Design appropriate assessments and communicate expectations clearly
Teesside University has provided, and continues to provide, guidance and support to colleagues around the appropriateness of assessment within the hybrid delivery model.
Rule 6: Monitor and support engagement
Be mindful of the need for extra flexibility but it is important to monitor and support student engagement. Personal Tutoring has a key role to play in helping to promote and support the engagement of students.
Rule 7: Review the use and format of recorded content
Some recordings from previous years may be appropriate but some may need to be revised so that they are not referring to dated practices e.g. assessments no longer being used. It may also be useful to have introductory videos particularly for new students. It is important to be pragmatic and recognise that there is no expectation that the video output will be the same quality as the content of an online course (through TU Online). Efforts should be focussed on building student identity and community, and student engagement.
Rule 8: Focus on achievable learning outcomes for field, laboratory, & performance work
The paper provides some useful considerations for those disciplines that have large practical components. As has been communicated though the principles of Teesside University’s hybrid delivery model, on-campus delivery will prioritise modules or specific modular activities that cannot be delivered online and access to specialist facilities and technologies will be prioritised through expanding their footprint across the campus.
Rule 9: Ensure resources are available, accessible, and signposted
There will be a focus on pivoting lectures and labs online, but the paper recognises the importance of not overlooking other course content and making sure that material included on reading lists is not only accessible through physical access to the library. They note the impact that this can have on student engagement and retention:
“This may require the temporary use of less favoured alternative material; however, it is these small details that are likely to make a difference to student engagement and retention, and reading lists that contain material they cannot access will likely create a negative impression that may be difficult to overcome when “normal” service resumes.”
(Nordmann et al 2020, p.16)
Covid-19 has seen many publishers making resources available for free and Student and Library Services will be available to provide advice. Ensure the accessibility of existing and new online learning materials and adhere to digital accessibility guidelines. Consider the organisation and signposting of resources, this is particularly important for new students.
Rule 10: Create a community for staff and students
Consider how online communities can be developed in the delivery of courses and modules through the hybrid delivery model. Creating communities and a sense of belonging is integral to enhancing the level of student engagement. This is increasingly important during times of disruption as students are likely to feel greater levels of anxiety about their studies.
The success of the hybrid teaching model at Teesside University will be determined the strength of student identities and communities that are developed and nurtured. According to Nordmann et al: “The success of the online pivot will not be determined by the quality of video content, but by the strength of the community that emerges from the other side.” (2020, p.18)
Reference
Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. https://doi.org/10.31234/osf.io/qdh25