Types of courses

Additional terms you may come across: distance learning, videoconferencing, Zoom, Teams, etc.

An online synchronous course is very similar to an in-class course since they both take place in real time. However, the online course is delivered via a web conferencing platform like Zoom or MS Teams rather than in a classroom. In much the same way as an in-class course, an online synchronous course is not limited to lecturing. Instead, it can also leverage the many instructional and technological options available to actively involve students in their learning and keep them engaged.

In addition to streaming the course live online, you could use interactive tools such as surveys, small-group discussions, collaborative activities or practical exercises in breakout rooms to foster student interaction and engagement. For example, as with an in-class course, the use of real-time surveys can be helpful in gathering opinions or identifying misunderstandings, so that you can adapt your presentation accordingly. Online discussions encourage exchange, enabling students to ask questions, share ideas and collaborate with their peers.

Furthermore, you can take advantage of multimedia resources, such as videos, images and interactive simulations, to make the content more lively and stimulating. This will help to keep your students' attention and promote reflection.

Additional terms you may come across: web, Internet, online, MOOC, etc.

An online asynchronous course requires a certain degree of autonomy and digital literacy skills on the part of all learners since most activities are carried out independently. In this context, a supportive approach is essential to effectively guide the learning process. For an online asynchronous course to be successful, the class must be active and engaged. To achieve this, you will need to design relevant activities to be carried out individually or in small groups.

The organization of learning activities and the clarity of instructions play a crucial role in this type of course. It is essential to provide clear, detailed instructions for each activity, including the objectives, expectations and deadlines.

Many online asynchronous courses incorporate video components to maintain motivation and support learning. Best instructional practices favor short video excerpts combined with a viewing guide that clearly describes the objectives of the activity, key questions to consider and a link to an integrating activity (e.g., an individual reflection and/or a forum discussion). The aim is to encourage students to actively take part in their own learning.

Additional terms you may come across: flexible, blended, flipped classroom, etc.

By definition, the hybrid course can make use of the full range of instructional strategies available. If strategic transitions are planned between classroom and online modes, it is possible to incorporate learning activities in both delivery modes that enhance the quality of the learning as well as your teaching experience.

In order to provide guidance to students when registering for a hybrid course, the Provost's Office proposes three formats that are officially included in the University of Ottawa Registrar's databank.

In the example below, the professor meets with students for the first class of the week in the classroom at FSS 1006 every Monday morning from 8:30 to 9:50 am. A second class is scheduled for Thursdays from 10:00 to 11:20 am but this time the class is offered online and synchronously (e.g., via Zoom or MS Teams). This means that only half of the scheduled classes (one per week for the duration of the term) will be held in a dedicated room on campus.

Although a specific time slot is reserved, the professor can plan an asynchronous learning module (without the need for real-time virtual presence), to better suit the particularities of the course. It is even possible to alternate between synchronous and asynchronous modes, depending on the learning outcomes targeted and the pedagogical benefits for students. Thus, the 12 online (virtual) sessions offer greater flexibility for the professor.

In the example below, during odd-numbered weeks, the professor meets with students in room 070 of Tabaret Hall on Tuesday evenings from 7:00 to 9:50 pm for in-class activities. On even-numbered weeks, learning activities take place online. Therefore, on-campus space is reserved for only half of the scheduled classes (only six out of 12 classes for the term).

The reverse is also possible, with odd-numbered weeks online and even-numbered weeks in class.

Again, it is important to note that planned online (virtual) sessions can take different forms. The professor could plan an asynchronous learning module (without the need for a real-time virtual presence), to better suit the particularities of the course. It is even possible to alternate between synchronous and asynchronous modes, depending on the learning outcomes targeted and the pedagogical benefits for students. Thus, the six online (virtual) sessions offer greater flexibility for the professor.

For this third format, the pattern alternates based on the type of activity (theoretical versus practical).

In the example below, the professor meets weekly with students at STE B0138 on Tuesday mornings from 8:30 to 11:20 am for in-class activities. In contrast, tutorial sessions (TUT) take place on Fridays from 2:30 to 3:50 pm and they are all offered online (virtual).   

Note that the reverse is also possible. That is, the professor could offer the course online and the tutorial (TUT) or discussion group (DGD) could take place in the classroom.