Choosing the Right Course Modality
Selecting the appropriate course modality is crucial for creating an effective learning environment that aligns with your teaching style and objectives, content requirements, and student needs. The right modality can enhance student engagement, improve learning outcomes, and provide the flexibility needed in today’s diverse educational landscape.
This resource provides a comprehensive overview of URI’s six course modalities and eight teaching methods, complete with practical examples and clear definitions. Whether you’re designing a new course or adapting an existing one, use this guide to explore your options, understand the requirements for each modality, and make informed decisions about how to best deliver your course content. Remember that you have the flexibility to change modalities within approved groups with your department chair’s approval, allowing you to adapt as needed.
In-Person Course Modalities
If a course is approved to be taught in-person at URI, it is eligible for any of these in-person modalities.
In-Person
Definition: Instruction occurs in a specified physical location and on specified days/times.
Guiding % of Instruction: Less than 25% of instruction is delivered online.
Example: You are scheduled to teach T/Th 9:30-10:45am in Chafee 214.
In-Person and Online Synchronous
Definition: Instruction combines both in-person and online meetings on specified days/times.
Guiding % of Instruction: Neither modality can fall below 25% of total instructional time.
Example: You are scheduled to teach Tuesday 9:30-10:45am in Chafee 214 and Thursday 9:30-10:45am in Zoom.
In-Person and Online Asynchronous
Definition: Instruction combines in-person meetings and online asynchronous instruction.
Guiding % of Instruction: Neither modality can fall below 25% of total instructional time.
Example: You are scheduled to teach Tuesday 9:30-10:45am in Chafee 214, with consistent deadlines for Brightspace deliverables the rest of the week.
Online Course Modalities
If a course is approved to be taught ONLINE at URI, it is eligible for any of these online modalities. All instructors must still be qualified to teach online. The weekly time commitment for each modality (synchronous, asynchronous, and synchronous/asynchronous combined) is clearly outlined in the syllabus.
Online Synchronous
All instruction occurs online at specified days/times.
Example: You are scheduled to teach T/Th 9:30-10:45am in Zoom.
Online Asynchronous
All instruction occurs online with no required synchronous meetings.
Example: You give students consistent weekly deadlines for Brightspace deliverables, such as Thursdays and Sundays by 11:59pm.
Online Synchronous and Asynchronous
All instruction occurs online combining synchronous meetings and asynchronous instruction.
Guiding % of Instruction: Neither modality falls below 25% of instructional time.
Example: You are scheduled to teach Tuesdays 9:30-10:45am in Zoom with consistent deadlines for Brightspace deliverables the rest of the week.
Teaching Methods
In the Registrar’s system, Teaching Methods are referred to as “class components.”
The definitions below have been updated to reflect that these methods can be used in both physical and virtual learning environments, giving instructors flexibility in how they structure their courses.
Important Update
URI is transitioning from nine teaching methods to eight, with “Online” being removed due to its enhanced emphasis within the course modalities. “Laboratory” and “Studio” are no longer exclusive to in-class work and can occur in various teaching and learning environments.
Lecture
Primary method is presentation with student participation in various ways. Instruction where the instructor is the primary presenter of content, though students may participate through questions, discussion, and other activities.
Laboratory
Applied course work involving experimentation or observation. Hands-on instruction where students apply theoretical knowledge through experiments, observation, or practice in specialized facilities or settings.
Recitation
Separate sections of a lecture course for discussion. Small group meetings associated with a lecture course where material is discussed in greater detail, often involving problem-solving or additional practice.
Studio
Supervised work emphasizing performance and creativity. Instruction focused on creative expression, performance, or production where students develop skills through hands-on practice under instructor guidance.
Seminar
Small group actively exchanging ideas and findings. Discussion-based instruction where students and the instructor engage in scholarly exchange, critical thinking, and in-depth exploration of specialized topics.
Independent Study
One-on-one instruction with defined focus. Individualized learning where a student works directly with a faculty member on a specific academic project or area of study with regular guidance and assessment.
Practicum
Structured experiences connecting theory with practice. Supervised practical application of previously studied theory in a field setting, typically involving a partnership with an external organization or community.
Workshop
Emphasis on applied learning, not for degree credit. Short-term, intensive, hands-on learning experiences focused on specific skills or topics, typically not offered for academic credit toward a degree program.
Guidance for Choosing the Right Course Modality and Teaching Method
Consider these key factors when selecting your course modality and teaching methods.
Course Modality Selection Factors
Content Type & Learning Objectives
- Hands-on skills or lab work: Consider In-Person or hybrid modalities
- Discussion-based content: Any modality can work, but synchronous options facilitate real-time dialogue
- Self-paced learning: Online Asynchronous or hybrid with asynchronous components
- Collaborative projects: In-Person and Online Synchronous provides flexibility
Student Population & Needs
- Working professionals: Online Asynchronous or hybrid options offer flexibility
- Traditional students: Any modality, but consider campus culture and expectations
- Diverse time zones: Asynchronous components reduce scheduling conflicts
- Accessibility needs: Multiple modalities can provide options for different learners
Resources & Constraints
- Classroom availability: Online components can reduce space requirements
- Technology requirements: Ensure students have access to necessary tools
- Class size: Large lectures may benefit from hybrid models
- Equipment needs: Specialized equipment may require in-person components
Teaching Method Selection Guide
Remember:
- You can combine multiple teaching methods within a single course
- Modalities can be changed within approved groups with department chair approval
- Consider starting with a familiar modality and experimenting with new approaches over time
- Student feedback can help you refine your modality and method choices
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