Definitions

Remote teaching includes the thoughtful and intentional use of evidence-based pedagogies in technology-enhanced instruction. Often the content from a traditional face-to-face course is transposed to be delivered in a digital format; however, more appropriately, this is an approach that allows instructors to think about course design and effective redesign opportunities for the use of new tools. New technologies may be used to create course assets, activities, student engagement opportunities, and innovative assessments while keeping instructional goals and learning outcomes at the forefront.

Remote teaching is facilitated through educational technologies, largely the institution’s learning management system (LMS), synchronous tools, videos, and other external tools that can connect to the LMS. Generally, materials are presented in a lecture format, similar to that of a face-to-face class, with the virtual environment serving as a repository of course materials and hosting platform to engaging activities. To those unfamiliar with online learning, remote instruction might appear to be synonymous to online and blended forms of learning; however, online courses and blended courses are fundamentally different and designed with the delivery mode in mind. 

Blended learning is the thoughtful and purposeful integration of face-to-face and online learning experiences resulting in a synchronous and asynchronous course model and a restructuring of the learning experience. At the University of Guelph, the design of blended courses is supported by a team of instructional designers with expertise in educational theory related to blended learning and educational technology. Blended courses are designed to a set of quality standards, such those outlined in the Quality Matters Higher Education rubric and utilize pedagogical approaches that capitalize on strengths of both face-to-face and online learning environments while maintaining instructional goals.

A blended course combines instructional methods such that 30-70% of the content, activities and assessments are delivered online. The total credit contact hours in blended courses are not altered. Blended courses assess the degree of redundancy in delivering content or engaging students in learning activities to ensure efficient and effective use of time and resources in pedagogically productive ways, without the doubling of learning content.

While the technology of the learning management system supports the architecture of the blended classroom, pedagogy drives the design of courses and the selection of educational technologies. These technologies are carefully chosen based on several criteria, the needs of the learning environment (in-class or online), student learning outcomes and the specific needs of the learners. When technologies are implemented, a significant consideration is given to the student learning experience, technological requirements and instructor and student support. 

High-quality distance education (DE) courses are intentionally designed to take full advantage of the affordances of an online format. Distance education courses consider a set of quality standards and a pedagogical approach that accounts for a fully online environment. As the online environment is the classroom, consideration is given to the design of the learning space, including interaction, engagement, usability, accessibility, and presentation. At the University of Guelph, online course development is supported by a team of instructional designers with expertise in educational theory related to online learning and educational technology. A systematic instructional design approach that embeds evidence-based online quality standards such as those outlined in the Quality Matters Higher Education rubric guides the development process. Careful consideration is not only given to content but also the support needed for different types of interactions essential to the learning process. Effective online learning aims to foster a learning community and considers student-to-student, instructor-to-student and content-student interactions. Course materials are designed considering universal design principles and aim to be flexible, inclusive and student-centred. This is realized by providing students with options and clear instruction, through the use of language and accessibility standards in content development, and the development of real, rich and relevant learning materials. Course materials are scaffolded, chunked, sequenced and organized according to the pedagogical approach taken. These methodologies ensure students can navigate quickly to course expectations and progress through materials with a level of independence.

While the technology of the learning management system supports the architecture of the online classroom, online pedagogy drives the design of courses and the selection of educational technologies. These technologies are carefully chosen based on several criteria, student learning outcomes and the specific needs of the learners. When technologies are implemented, a significant consideration is given to the online student learning experience, technological requirements and instructor and student support.