Modes of Delivery

The University of Newcastle recognises 3 modes of delivery for on-campus courses (Face to Face, Blended, and Simultaneous) and 3 modes of delivery for online courses (Online Asynchronous, Online Synchronous, and Online with Iintensives).  While no taxonomy can accurately capture the specific nuances of every possible course delivery style, these six definitions have been developed to better reflect (and communicate) the range of courses on offer.

The distinction in modes is largely derived from two course aspects. These are:

		How students will be presented with course content, and how they will engage with relevant course content
		How students will apply the relevant concepts to develop the skills and knowledge required to demonstrate attainment of the course learning outcomes

In some cases, it will be desirable and appropriate for students to have a fully face to face on campus experience, being presented with content through traditional lectures and engaging with the materials through in-person labs, tutorials, and workshops. Other courses may lend themselves more to blended delivery with self-paced consumption of content via Canvas supplemented with active learning via in person sessions. Particularly in the postgraduate space, courses might be most appropriately delivered fully online with students working through the course at their own pace.

Regardless of mode of delivery, teaching and learning activities should be designed and delivered with a focus on engagement and interaction rather than passive consumption of content. This set of resources has been developed to assist teaching staff in determining which mode of delivery might be most appropriate for their course, and to develop their course to the highest possible quality.

On-Campus Courses

Across all on campus course modes students will be required to attend regular, timetabled, in person sessions (content delivery, active learning, or both) supplemented by a high-quality digital experience delivered via the Learning Management System (for more information, see Course Site Quality Principles).

Face to Face

Students attend traditional in person lectures and engage in active learning during in-person tutorials/labs/workshops. Course delivery is supported by Canvas course sites, which should be set up with consideration of pre and post class activities to supplement in-person sessions.

Blended

Students do not attend any traditional on-campus lectures. Students can access and engage with content via Canvas (e.g. text, video, podcasts, readings, slides, etc). Students engage in active learning during in-person tutorials/labs/workshops. Course delivery is supported by Canvas course sites, which should be set up with consideration of pre and post class activities to supplement in-person sessions.

Simultaneous

Students must attend at least one in-person session each week. Students attend traditional in-person lectures and engage OR participate via simultaneous webcast. They engage in active learning during in person tutorials/labs/workshops OR participate via simultaneous web conference. Course delivery is supported by Canvas course sites, which should be set up with consideration of pre and post class activities to supplement in person sessions.

Online Asynchronous

All interaction with peers, content and educator is via Canvas, with no timetabled sessions. Learning is self-paced, within the constraints of a typical term (including fixed assessment dates). Canvas course sites should be set up with a focus on flexible options for accessing and interacting with content. Interaction with peers and educator is via asynchronous channels such as discussion boards.

Online Synchronous

Interaction with peers, content and educator is primarily self-paced via Canvas. Students and educator come together in regular timetabled online sessions (e.g. webinars) to discuss and apply concepts. Canvas sites should be set up with a focus on flexible options for accessing and interacting with content. Scheduled online sessions are supplemented with asynchronous channels such as discussion boards within Canvas.

Online with Intensives

Interaction with peers, content and educator is primarily self-paced via the Canvas. Once or twice per term, students and educator come together in timetabled in-person sessions (e.g. seminars, workshops) to discuss and apply concepts. Canvas sites should be set up with a focus on flexible options for accessing and interacting with content. Face to face sessions at key times in the term are supplemented with asynchronous channels such as discussion boards.