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Equivalency and Learning in Flexible Courses
Pedagogy in Practice | By Elizabeth Harsma, Program Director for Technology Integrated Learning
In anticipation of the Multi-Modal Training Opportunity taking place in May, I wanted to share a bit of research and practice around Multi-Modal, HyFlex, and other flexible course delivery methods.
Research
Some of the benefits of flexible course delivery methods include access, flexibility, student satisfaction, and learning (Beatty, 2019). Here I’ll share more about the research on learning.
There is evidence of effective learning in flexible courses, as measured through grades, test scores, engagement, and course completion (Beatty, 2019). These findings bolster the body of educational research emphasizing that effective learning can occur in any modality (Clark, 2012).
- Grades. Miller, Risser, and Griffiths (2013) reported no significant difference in student learning or overall grades when compared to other delivery methods. Rhoads (2020) reported similar findings with no significant difference in final grades between flexible and other course delivery methods.
- Test scores. Within the same flexible delivery course, Lakhal, Khechine, and Pascot (2014) found no significant differences in test scores across participation modes.
- Engagement. Likewise, Binnewies and Wang (2019) reported that a course design with high flexibility (allowed students to complete any activity in-person or online) led to equivalent learning outcomes and equivalent student engagement across modes of participation.
- Course completion. Lightner and Lightner-Laws (2016) reported elimination of a historical course completion gap between in-person and online students in a flexible delivery version of the same course.
Practice
Research on flexible course delivery methods emphasizes the impact of equivalency on learning. Equivalency is providing “learning activities in all participation modes which lead to equivalent outcomes” (Beatty, 2019).
“Equivalency: Provide learning activities in all participation modes which lead to equivalent learning outcomes.”
-B. Beatty (2019)
When designing for equivalency, consider active learning, interaction, and culturally responsive practices (Bakach, 2021; Binnewies & Wang, 2019; He, Gajski, Farkas, Warschauer, 2015; Gay, 2018).
Learning activities may be different across modes, but still lead to equivalent learning outcomes. For example:
- Asynchronous. A student participating asynchronously might watch a Kaltura Media Space video quiz that includes reflection prompts, comprehension check questions, or other retrieval practice strategies (active learning). The students could discuss a website resource through an online video, audio, or text discussion (interaction).
- Synchronous. A student participating synchronously might respond to those reflection prompts and comprehension check questions in a Zoom whiteboard or MS Forms (active learning), then discuss a website resource in Zoom breakout rooms (interaction).
- In person. A student attending class in person might engage in reflection, comprehension check questions with paper and pencil (active learning). They may also discuss a website resource in small groups (interaction).
- Cross-modality. In person and synchronous students could be invited to report on their small group discussion in class and shared in a class recording. All students could engage in collaborative annotations, notes, reflections, and questions in a shared Word online document or D2L Brightspace discussion (cross-modality interaction).
Some examples of culturally responsive practices to support effective interaction and active learning might include:
- Trust. Invest in building trust throughout a semester with students in all modalities with selective vulnerability, familiarity/presence, shared interests, concern, and competence (Hammond, 2015).
- Representation. Signal welcome by infusing representation of Black, Brown, Indigenous, and people of color throughout curriculum in scholars, perspectives, images, etc. (Brauer, Er-rafiy, Kawakami, & Phills, 2012).
- Success strategies. Support students in all modalities to plan for success with specific strategies such as setting a time and place to do course work, visualizing completing the work, and repeating a commitment to complete it (Gollwitzer & Brandstätter,1997).
- Belonging. Gather questions from students in all modalities and use answers to affirm to students that they belong (Fritzgerald, 2020; Hammond, 2015; Walton & Cohen, 2011).
- Experiences and values. Connect discussions in all modalities to students’ lived experiences and to their personal values (Cohen, Garcia, Purdie-Vaughns, Apfel, & Brzustoski, 2009).
- Supportive feedback. Build learning partnerships with students in all modalities through effective, supportive feedback, including modeling and reframing failures as information for learning (Yeager, Purdie-Vaughns, Garcia, Apfel, Brzustoski, Master, Hessert, Williams, & Cohen, 2014; Wilson & Linville, 1982).
If this has sparked your interest, and you’d like to learn more about flexible course design and facilitation, consider applying to participate in the Multi-Modal Training Opportunity in May!
D2L Brightspace Course Template Available for Faculty
Academic Technology Tips | By Megan Babel, Minnesota State ASA Communications Coordinator
Whether you are new to online teaching and learning or an experienced user of D2L Brightspace, you can use this template as a starting point when designing a new course or re-designing an existing course. This template provides faculty with example materials and course layout that you may copy and edit as appropriate for their needs.
Features of the D2L Brightspace Course Template:
- Accessible
- Attention to Equity and Inclusion
- Modern HTML for enhanced user experience
- Includes Samples (syllabi, discussion, language, etc.)
The short course Applying the HTML Template will be available in Summer 2024 on the NED Events Calendar.
The template is available on Opendora, the repository for Minnesota State open educational resources.
What is a ‘Flexible’ Delivery Method?
Did You Know? | By Scott Wojtanowski, System Director for Educational Technology and Development
It is understandable if reading about policies, procedures, and operating instructions triggers you to yawn, but for those of you who enjoy reading technical writing or exploring a piece of well-crafted legislation this “Did You Know?” is for you!
Policies, Procedures, and Operating Instructions
If you aren’t familiar, the Minnesota State Board of Trustees maintains a series of Board Policies, System Procedures, and Operating Instructions. As defined, Board Policies “provide the governing authority and structure for Minnesota State and its constituents, in accordance with the Minnesota State mission and philosophy.”
Underneath these Board Policies are System Procedures that “specify the manner in which policies, law, or managerial functions must be implemented by the colleges, universities and system office.”
Finally, Operating Instructions are there to provide, “explicit direction, instructions or guidance on internal forms, processes, and other administrative or managerial matters, consistent with board policy and system procedure.”
These three terms are organized as follows:
- Policies
- Procedures
- Operating Instructions
- Procedures
We’d like to direct your attention to Operating Instruction 3.36.1.2 – Delivery Methods (pdf). Formerly known as “media codes,” this document details the various ways that the colleges and universities of Minnesota State can delivery courses to students.
One particular delivery method having its ‘day in the sun’ is Flexible.
Flexible Delivery Method
You may have seen terms like “emergency remote teaching,” “multi-modal”, and “hyflex.” The colleges and universities of Minnesota State utilized these terms during the COVID-19 pandemic in an attempt to communicate to students how they might be able to participate in courses due to “physical distancing” or required periods of “isolation.” Although the federal COVID-19 public health emergency declaration ended on May 11, 2023, the desire by some faculty and students for flexible delivery options remains.
So, what does “flexible” actually mean? As defined in the operating instruction, a flexible course is one where “instruction and activities are delivered with both in-person and online options. Instructors design class sessions and activities that incorporate students who are in-person, synchronously online, and/or asynchronously online.”
This definition is intentionally broad to accommodate the many creative ways that faculty members have used to make learning more accessible to students. Under this delivery method, instruction will always be delivered in person, but an instructor may permit students to participate in the course online either synchronously and/or asynchronously. Furthermore, these options may be for a designated number of class sessions or for each and every class session.Â
As we all navigate the variety of ways that “flexible” courses are delivered, what is consistent is that “students should be notified of course participation options available to them. And, if in-person class meetings are required, all in-person meetings should be entered into the appropriate field(s) and communicated at the time of registration.”
Educational Development and Technology, Minnesota State.
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Visit the NED Events Calendar to view upcoming educational development opportunities. Visit the NED Resource Site for recordings of previous webinars and additional resources.
