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Quizzes for the Multimodal Course
From trivia games to final exams, quizzing tools have a variety of uses for learning as well as assessment. Exams and quizzes have a particularly plentiful range of possibilities in a multimodal or hybrid course, where they can be administered synchronously or asynchronously. Research suggests that the presentation of a tool influences student behavior in response to the tool. In comparing two student discussion boards, one an ungraded discussion and one a graded replacement for a final exam, Cheng et al. (2013) found that students displayed more knowledge on the graded board, but more evidence of learning on the ungraded board. The students who participated in the study were more likely to grapple with new ideas when the stakes were low, but more eager to showcase topics they were confident about when their responses would have a greater impact on their grades. When considering quizzing tools, then, we recommend allowing your course goals to guide your usage.
Problem Based Learning
Problem Based Learning is a teaching method used to facilitate student knowledge acquisition. This teaching method is often confused with Project Based Learning, which centers on students applying knowledge. The focus of Problem Based Learning is students acquiring the knowledge. Since the two methods use the same acronym, they are easily confused, but have different objectives for students.
Project Based Learning
Project Based Learning is learning that is organized around a project (Bell, 2010). It is a student-centered approach to learning, where students choose their topic of study and design an integrative project around the topic (Bell, 2010; Astawa, Artini, Nitiasih, 2017). This form of study promotes self-efficacy in the learning environment. Such self-efficacy enables students to perform more difficult tasks and develop confidence in their abilities (Shin, 2018). These abilities generally help students to transfer their skills to the real world.
Communication, Community, and Student Engagement in the Online Classroom
The most difficult task in transitioning from on-ground to online teaching is determining the best way to emulate the community and engagement inherent in a face-to-face classroom.Consider this: Your online classroom can be even more engaging than an on-campus classroom. Simple tools, such as discussion forums and announcements, can elevate your classroom immensely.
Using Synchrony and Asynchrony to Support A Guest Speaker
Hosting a guest speaker is not only a great pedagogical tool; it’s also a vivid example of the ways one mode of interaction can enrich the other in a multimodal course. Guest speakers can participate in a class synchronously (e.g., by participating in a synchronous session via online conferencing tools or in person) and/or asynchronously (e.g., by recording video or participating in asynchronous discussion boards). Students find asynchronous guest speakers easier to access, while synchronous speakers offer more opportunities for back-and-forth interaction between students and the guest (Alebaikan, 2016).
Instructor Presence in a Multimodal Course
Multimodal courses—courses that combine synchronous and asynchronous elements—offer many possibilities for instructor presence. Sometimes, however, more possibilities mean more confusion about what is best for your specific course. What does it mean to be a good instructor or facilitator? What kinds of things might an instructor do synchronously and asynchronously to showcase their personality and expertise?