Teaching Commons > Teaching Guides > Flex Teaching > Flex Teaching Context
There are a number of opportunities, as well as challenges, presented by teaching in Zoom+ and Trimodal classrooms.
Bower et al. (2015) developed case studies from 7 Australian universities that have implemented what we're calling Flex or "bimodal" instruction at DePaul (a mix of face-to-face students and students connecting over Zoom).
Bower et al. identified a number of benefits to Flex instruction, including:
Challenges identified by Bower et al. include:
In Bower's analysis, the case studies reveal the importance of designing courses for active learning and the overall need for high levels of organization on the part of instructors. In all cases, they found attention needs to be distributed equitably between remote and F2F students.
Further, best practices in traditional classroom pedagogy were seen to have a positive impact in these environments, such as:
Verhaart and Hagen-Hall (2011) similarly found that in order to be effective, instructors need to be skilled not only in their content areas but also in instructional design, pedagogy, and technology.
Be patient with yourself and your students as you navigate this new modality. Expect that things may not always work quite as you expect them to. Build in extra time, especially in the beginning, to become familiar with the new technology, and review the
Flex Teaching guide for help with instructional design, pedagogy, and technology.
Bower, M., Dalgarno, B. , Kennedy, G., Lee, M., Kenney, J. (2015). “Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis.” Computers in Education. 86. Retrieved from https://www.sciencedirect.com/science/article/pii/S0360131515000755
Verhaart, M. & Hagen-Hall, K. (2012). gxLearning, teaching to geographically extended classes. In M. Lopez, M. Verhaart (Eds.) Proceedings of the 3rd Annual Conference of the Computing and Information Technology Research and Education of New Zealand Conference (Incorporating the 25th NACCQ Conference), Christchurch, New Zealand. October 7-10. pp 75-81.