This guide will review the different styles of multimodal courses, requirements for success in hybrid or hyflex teaching, and resources to support your exploration and/or implementation of multimodal teaching in your course(s).

​Overview of Course Modalities

​Most courses have both synchronous and asynchronous elements. For example, synchronous online meetings with asynchronous readings, homework, and online discussions.

There are four common terms to describe mixed synchronicity:
  • Blended combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. Most modern in-person courses are actually blended, since some content and assignments take place online (e.g., discussion forums, quizzes, etc.).
  • Flipped is a specific instructional strategy, which aims to increase student engagement and learning by having students complete readings before class and work on live problem-solving during class time, whether class takes place in-person or online.
  • Hybrid courses have some students attend class in-person, while others join the class virtually. Educators teach remote and in-person students at the same time using tools like video conferencing hardware and software. There can still be asynchronous online activities, as with Blended courses.
  • Hyflex is a course design model that presents the components of hybrid learning in a flexible course structure that gives students the option of attending sessions in the classroom, participating online, or doing both. Students can change their mode of attendance weekly or by topic, according to need or preference.
Diagram of modality combinations that make up different multimodal course models
Figure 1: Diagram of modality combinations that make up different multimodal course models
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​Why Consider Multimodal Teaching

Allowing students the option of attending class remotely dramatically increases the accessibility of education for sick, working, caregiving, disabled, chronically ill, immunocompromised, geographically distanced, and English-as-a-Second-Language (ESL) students.

Students are given back the time, energy, and money they would have spent getting to class. The reduced requirement for travel or physical presence alleviates financial barriers based on transportation costs, increased housing costs to live on or near campus, and parking permit costs (if applicable). The reduced need for parking on campus reduces competition for parking & gas emissions from the extra cars. The reduced campus traffic probably results in fewer traffic-related injuries, too.

Students who are hard of hearing, deaf, or struggle to understand spoken English benefit from live transcription on Zoom or Teams meetings. Availability of lecture recordings allows students to review the material multiple times at varying playback speeds to meet their needs. Moreover, disconnecting the course activities from a hard schedule of attendance/participation means that students with competing scheduling concerns (caregiving, work, or another class required for graduation offered in the same time slot).

Beyond time and transportation logistics, the mental, emotional, psychological, and physical effort spent on getting to and participating in a physical classroom may also be a limiting factor for some students. The ability to join remotely may be the difference between a student taking 4 classes where they would otherwise take only 2 or 3, which may reduce the time required for them to graduate. Students who might not be comfortable speaking up in a physical classroom sometimes find that confidence in the online environment.

Online teaching definitely comes with its own set of accessibility issues and equity concerns. However, there are undeniable benefits to otherwise underserved students that demand consideration in modern course design.

Related Resources:

​Example Course Designs & Other Guides