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Teaching Styles Series: Expert Style
July 27, 2022
This is the second in a series of pieces examining online instructor teaching styles through the lens of Anthony Grasha’s (1994) typology. This piece focuses on the expert style and how both course developers and instructors can embody this style in online courses.
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Workforce Development Today
September 03, 2025
Our workforce has undergone a profound transformation, driven by emerging technologies, automation, and shifting business priorities (Silva, 2024). These forces are reshaping job roles, workflows, work environments, and the skills required to succeed. The global pandemic was also a major accelerator, pushing these changes forward across industries. As a result, the rapid evolution of work has created an increasing need for continuously updated and, in many cases, entirely new skill sets.
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Student-Generated Content
September 28, 2023
Student-generated content—materials and tasks created by learners for other learners—can strengthen engagement by providing students an opportunity to express creativity, practice critical thinking, and increase ownership of learning. Developing student-generated content requires learners to produce an instructional artifact, demonstrating new knowledge alongside existing understanding. Student-generated content can include a variety of formats:
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Multimodal Models
December 29, 2022
Designing a successful multimodal course means, at each step of the process, considering what each format does well—structuring the course such that each piece of content, each activity, and each interaction uses the most effective delivery method available. But what does that look like in practice? This piece describes three approaches to structuring a multimodal course. In each model, asynchronous and synchronous time complement one another and support module- and course-level objectives. Where the models differ is in the relative importance of asynchronous activities in enabling students to complete synchronous activities and vice versa.
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Engagement Series: Student-Instructor Engagement
March 21, 2025
This is the fourth and final piece in a series exploring different types of course engagement. This piece focuses on how course developers and instructors can foster student-instructor engagement in online courses.
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Engagement Series: Student-Content Engagement
September 25, 2024
This is the second in a series of pieces exploring different types of course engagement. This piece focuses on how course developers and instructors can foster student-content engagement in online courses.
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Using Synchrony and Asynchrony to Support A Guest Speaker
May 10, 2024
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).
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Engagement Series: Introduction
April 26, 2024
There are many components to consider when developing an online course; a key framework to inform course development is student engagement. The Glossary of Education Reform defines student engagement as “the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education” (Great Schools Partnership, 2016, para. 1). Developing and evaluating course content through the lens of engagement can help instructors create an environment that is conducive to learning and mastery of course outcomes.
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10 Key Considerations for Online Course Development
March 25, 2025
Designing and delivering effective online courses requires careful consideration of numerous factors. As a result, it can be difficult to determine where to begin in the process, particularly for course developers and instructors who are new to online learning. This piece presents a curated list of resources aligned with 10 key considerations applicable across academic disciplines and degree programs.
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Quizzes for the Multimodal Course
October 13, 2022
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. When 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, we recommend allowing your course goals to guide your usage.
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