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November 02, 2022
If you’re developing a course with synchronous and asynchronous elements, you have a host of options for engaging students and delivering content. Research suggests that incorporating multiple modalities increases accessibility, engagement, and learning (Mick and Middlebrook, 2015; Margolis et al., 2017). With that said, it is important to be intentional about multimodal course design. Both synchronous and asynchronous methods of delivery are effective, but activities can be better suited to one or the other modality and synchronous time is often limited. Delivering selected content asynchronously can support students’ understanding of how information is organized and leave more time for interactivity in synchronous sessions.
March 26, 2025
The Third Space theory, introduced by postcolonial theorist Homi K. Bhabha, explores a transformative space where new identities and meanings emerge through the interaction of diverse cultural elements. This "third space" is characterized by hybridity, challenging rigid, binary notions of identity and culture, and emphasizing fluid negotiations between dominant and marginalized perspectives (Burke, 2012; Lin, 2014). Bhabha’s theory builds on Ray Oldenburg’s (1999) concept of the "third place"—an informal public space where people gather to form a community that is neither home nor work—and extends it into the realms of cultural and social discourse, creating a broader framework for negotiating power, identity, and cultural exchange (Bhabha, 2012). These third spaces can emerge in a variety of contexts, including both physical locations like cafés or parks and virtual environments such as online forums or social media platforms, making the theory applicable to both in-person and digital interactions.
August 07, 2025
Competency-based education (CBE) is gaining momentum in higher education as a strategy to enhance flexibility, promote workforce alignment, and improve outcomes for adult and nontraditional learners. For institutional leaders, designing or expanding CBE programs requires not only a clear understanding of core CBE principles but also a strategic approach to implementation, curricular redesign, equity, and evaluation.
April 22, 2025
In our Personal Experience Insights series, members of the Everspring Learning Design department share first-hand accounts of creating online learning content and meaningful takeaways from their professional experiences.
January 24, 2024
Over the course of your teaching career, you may inherit an online course developed by another faculty member. While such a situation can offer many advantages, it can also provoke many questions and pose significant challenges. Inheriting a complete course with materials and assessments already in place can simplify and streamline some aspects of instruction, but it can be difficult to identify where to start and what to prioritize as you begin engaging with the course. This blog outlines a four-phase process that can lead to a successful transition.
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.
August 27, 2025
As an administrator or department chair, you are in a unique position to shape an online program and establish programmatic requirements or recommendations. This is because you have been tasked with taking a broader view of the program, focusing not only on individual course development (as a faculty member might) but also on how an array of courses must be cohesively united to achieve certain goals, values, and accreditation standards. To that end, this piece focuses on why consistency across a program is integral to program quality and student success, and therefore why it falls within your purview to consider standardizing certain elements, requirements, and design choices across all courses in a program.
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.
February 03, 2026
This piece is part of a series exploring competency-based education (CBE) and focuses on the central role of administrative leadership in successful CBE implementation. For curated research on CBE that may be of particular use to administrative leadership, consult our annotated bibliography on CBE in higher education.