Flex Mode Courses

Dr. Earl Woodruff, Dept. of Human Development & Applied Psychology, OISE

WHAT IS THE INNOVATION THAT YOU HAVE INTRODUCED TO YOUR TEACHING PRACTICE?
Flex Mode courses at OISE combine synchronous, asynchronous and media components to deliver graduate courses with increased flexibility in mode of participation for students. Synchronous sessions, both lecture or seminar style, may be attended either onsite or online. In addition to real time presentations the program format also includes collaborative online activities. Support for larger classes is provided by TAs trained to support technology-enhanced delivery strategies. The innovation is primarily related to improving the students’ cognitive and social engagement and keeping levels of involvement in the course activity high, with the result being retention of the students in the course. Use of TAs to support technology-enhanced learning processes is an innovation that addresses faculty concerns regarding workload issues and ensures appropriate levels of support in use of a range of synchronous and asynchronous tools for teaching. The Flex Mode is also innovative in its cost-effectiveness overall for the institution.

WHAT RESEARCH INFORMS YOUR WORK IN THIS AREA?
Areas of research informing the design of the model have included: online learning, knowledge building, pedagogical practice; teacher change. The Flex Mode model is both research informed and also contributes new research to the existing body of knowledge on this topic.

PLEASE DESCRIBE THE IMPLEMENTATION PROCESS. WHAT WAS INVOLVED?
The first step in establishing the program model was the securing of institutional support. Next, was the development and prototyping of the format using synchronous and asynchronous technologies with knowledge-building pedagogy. As well, use and re-use of learning object videos such as mini-lectures and/or archives of the sessions has been undertaken. The initiative also had to develop a technical support strategy involving TAs for classes of more than 20 students.

WERE THERE ANY OBSTACLES THAT NEEDED TO BE OVERCOME?
It is an ongoing challenge for instructors to facilitate use of technology while at the same time focusing on the teaching process during synchronous sessions. The solution will be to streamline the technology and make it more invisible to the users.

WHAT ARE THE BENEFITS FOR THE LEARNERS IN THIS PROGRAM?
The courses are more engaging and the students’ positive response is expressed in their reflections on their experience which they see as highly interesting and stimulating. There is greater potential for international student participation which is positive for both our students and those participating remotely. The Flex Mode program serves to amplify departmental outreach activities – in the local community, province, nationally and internationally. One other benefit is the potential for learning objects being developed to be available to others in the context of Open Educational Resources.

WERE THERE ANY SURPRISES OR UNEXPECTED OUTCOMES?
This may not actually be a surprise, but experience and data shows that students who rely only on the session archives are not well engaged and need more coaching. The tracking of student activity is important to ensuring success of all learners.

DO YOU HAVE ANY PLANS FOR THIS PROJECT IN THE FUTURE?
Future directions include students in multiple time zones, world-wide participation and larger class sizes. We are also developing a mobile unit that would provide all the technology components: “Flex in a box.”