COURSE DELIVERY MODE
Online with Intensives
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CONTENT DELIVERYInteraction with content, peers and educator is primarily via LMS site | ACTIVE LEARNINGStudents come together at timetabled in person sessions during the term | |
In a typical online with intensives course, students work through the content in a self-paced fashion. They largely have the flexibility to participate in the course at times that suit them, within the limitations of assessment due dates, key term dates, etc. However, students and educators come together in scheduled in-person sessions. In person sessions will likely be held infrequently, perhaps once or twice at key points in the term and allow a very focused dive into key course concepts possibly including in-person assessments (presentations, etc).
| Description | In Person Attendance (Physical space required) | Timetabled Component | |
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Content Delivery | Content is delivered online via LMS (e.g. videos, readings, podcasts, etc) for self-paced engagement. |
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Active Learning | Untimetabled, self-paced online learning activities supplemented by scheduled in person intensive sessions (e.g. workshop, seminar) at key time(s) in term. |
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Taking an “online first” approach to content delivery can provide significant efficiencies for teaching staff. Online access to, and engagement with, course materials can alleviate the need to delivery lectures across multiple campuses as the materials can be used for multiple cohorts. Using the same online materials across multiple course offerings can also contribute to consistent experiences across all campuses.
Online learning also provides greater flexibility to students (who can engage with content at times that best suit them), while at the same time maintaining in person connections, communication, and engagement through scheduled intensive sessions.
When students have the option to engage with content in their own time, there can be issues with timely engagement. It is valid for teaching staff to be concerned that students may not review all necessary content before participating in the scheduled tutorial/lab/workshop. Student participation can be improved by embedding active learning opportunities and engaging content, and ensuing expectations of students are communicated clearly. It may also be appropriate to embed formative or low weight progressive summative assessment throughout your course, to motivate students to complete certain activities by a particular time.
Ensuring that a range of engaging media is used to present content within your course does take time. However, this does not always require “creation” but rather “curation”. There are a range of readily available resources (eg YouTube videos) that may be suitable for use (with due consideration of copyright compliance) in lieu of having to create materials from scratch. These can be supplemented with additional resources (such as podcasts and short pieces to camera) that can provide additional context for your students.
In person sessions (even those requiring only limited attendance at intensives) can limit the attractiveness of the course for geographically remote students. Careful consideration must be given around mandatory attendance at intensive sessions and any potential negative consequences this may have on student numbers.
Regardless of the mode of delivery, ensuring constructive alignment should be a primary focus of any course design work. Constructive alignment is a design approach that ensures alignment between learning outcomes, teaching methods, and assessments, fostering meaningful learning by connecting these elements in a coherent and purposeful way.
What should you consider when designing a course for Online with Intensives delivery:
- Self-Paced Learning Design: Design the course to be largely self-paced, allowing students to progress through the materials at their own speed within the given timeframe. Clearly communicate the expectations and suggested pacing to guide students effectively.
- Make the most of your intensive sessions: Use the scheduled intensive sessions to focus on active learning and applications of concepts. Plan these sessions to make the most of your expertise and time with the students as a group.
- Engaging Online Content: Design and curate online content in various formats, including text, videos, podcasts, readings, slides, or interactive activities. Create engaging and interactive online materials that encourage student engagement and active learning in the absence of traditional on-campus lectures. Consider breaking down content into easily digestible online pieces focused on a smaller concept rather than full topics.
- Clear Learning Outcomes: Clearly express what your students should be able to achieve by the end of each week, how the teaching and learning activities will contribute to these outcomes, and how weekly learning outcomes align with and contribute to the overall course learning outcomes.
- Asynchronous Communication Channels: Utilise Canvas discussion boards or other asynchronous communication tools to facilitate interaction and collaboration among students and between students and educators. Encourage students to actively participate in discussions, ask questions, and provide peer feedback.
- Timely Feedback and Support: Ensure that you embed opportunitiestimely and constructive feedback to students on their assessments, discussion board contributions, or any other asynchronous interactions. Offer support through regular communication, virtual office hours, or individualized feedback to address questions and concerns. Maintaining an educator presence is essential in online courses.
- Collaborative Learning: Encourage collaborative learning experiences by incorporating group activities and projects that require students to work together at times that suit them. This fosters teamwork, communication skills, and deeper understanding through peer interaction. Intensive sessions may provide an opportunity for students present and reflect on this work and provide analysis and critique of the work of their peers.
- Reflection and Evaluation: Incorporate opportunities for students to reflect on their learning experiences and evaluate their progress. Encourage self-assessment, peer feedback, and facilitate class discussions. Also consciously plan to reflect on your own teaching practices throughout the semester.
Regardless of the mode of delivery, all University of Newcastle courses include a Canvas course site, and each site should be developed with consideration of the University’s Course Site Quality Principles.
The site is likely to be your students’ first interaction with the course (prior to attendance at any scheduled intensive sessions) and it is vital that the site is used to create a positive first impression.
- Course Introduction: A well thought out, welcoming, clear and structured introduction in the course site can go a long way to ensuring that your expectations of learners are well understood. It can also help minimise the time needed to address administrative questions during the first few weeks of term.
- Clear Navigation and Organisation: Ensure that the Canvas site is well-organized. Use a logical modular structure that is intuitive for students to navigate. Use simple statements to outline your expectations of students for each week/module. Do your students know what they need to do this week?
- Incorporate Pre-Class Activities: Use the Canvas site to provide pre-class resources that can help students prepare for in person intensive sessions. This could include pre-reading materials, videos, quizzes, or discussion prompts that introduce key concepts or stimulate thinking prior to in person/online simultaneous interactions. Explain how these activities contribute to the weekly learning outcomes, and how you will build on these activities in your intensive sessions.
- Incorporate Post-Class Activities: Incorporate post-class activities on the Canvas site to reinforce and extend learning beyond the intensive sessions. These activities could include reflection exercises, online discussions, follow-up readings, or additional assignments that encourage students to apply and consolidate their learning.
- Clear Instructions and Expectations: Provide clear instructions and expectations for each learning activity or assignment. Clearly communicate the purpose, guidelines, and evaluation criteria to help students understand what is required and how they will be assessed.
- Discussion boards, announcements, and reminders. Clearly articulate how you will utilise Canvas communication channels within your course and use these consistently. Encourage students to participate in these discussions by posing thoughtful questions, sharing relevant resources, or providing prompts for reflection and peer interaction. Set up dedicated discussion boards or online forums within Canvas to encourage asynchronous student interaction and collaboration. Create separate spaces for general discussions, module-specific discussions, or group projects, fostering a sense of community and peer learning.
- Digital Content Accessibility: Ensure that all digital content provided through Canvas is accessible to all students. Consider providing alternative formats for text-based content, such as transcripts for videos or audio recordings, and ensure that the learning materials meet accessibility guidelines.
Interactive learning activities promote active learning and engagement through three types of interaction: learner-content, learner-educator, and learner-learner. That is, your students should be given opportunities to explore a concept from different angles.
ONLINE with INTENSIVES
Learner-Educator |
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Learner-Learner  |
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Learner-Content  |
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The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.