Online/Hybrid Teaching

All faculty teaching hybrid/online courses at GVSU are required to receive training

For faculty planning to teach online and hybrid courses, a competency requirement must be met. All faculty are required to receive approval for teaching online and hybrid courses. For those not already approved to teach online and hybrid courses.

Please review required training options.

GVSU Course Delivery Definitions

  • In-Person — All meeting times are in-person and listed in Banner and on your course schedule.
  • Hybrid – In this delivery method, students do some portion of the course face to face with the entire class and the rest online – these online meetings may have synchronous dates and times or be asynchronous. Specific dates for the face-to-face portion and any synchronous online portions of the course will be listed in Banner and on your course schedule.
  • Online - All Asynchronous – In this delivery method, there are no set course meeting times. Deadlines and assignments with due dates are set by the instructor, but students can complete the work in ways that fit their schedules. No meeting days or times will be listed in Banner or on your course schedule.
  • Online (All Synchronous) – In this delivery method, all course meetings occur during set times when students and instructor are expected to meet online together. This is quite similar to a face-to-face class except students and instructor will interact remotely instead of in person. You will see the set course meeting times listed in Banner and on your course schedule.
  • Multiple Deliver Method – Multiple Delivery courses give students the ability to choose to attend some or all class sessions either in-person or online. The option of course formats available to students will vary from course to course, but may include some of the following options: In-person class sessions; Attend online class sessions synchronously; View recorded class sessions asynchronously; or some combination of the three previous options. In Banner, students will see two types of Multiple Delivery courses: Fixed or Flexible. These classes can be easily found by searching MDFX (fixed courses) or MDFL (flexible courses) under the attribute search box.
    • Fixed Courses: Students sign up for a single course format for the full term
    • Flexible Courses: Students can choose which course format to attend, class session to class session.

Essential Components of Online Teaching

The basis for quality online teaching at GVSU has been established with the Grand Valley State University Online/Hybrid Course Peer Review Rubric. Below outlines seven aspects of quality online/hybrid courses that prove useful for not only peer review but the course design process itself. Follow the links below for additional resources to support course planning in each of the seven areas (in addition to a bonus section for support of online educators.

 

Online Course Design and Organization

Course Expectations

Faculty-Student Interaction

Reciprocity and Cooperation

Active Learning

Prompt Feedback

High Expectations 

Tips to Consider

Connect with your students through Blackboard 

  • Throughout the semester, and especially at the start of the term, post Announcements in your Blackboard site that provide explicit, compassionate messages of care. Grand Valley is known for our care of each individual student, and expressing this care at the start of the semester is an excellent way to begin the term in these unprecedented times. Students appreciate any attempts faculty made to connect students to each other and to student supports around campus, which students are not always aware of--ranging from career advice to tutoring support to the IT help desk. 

Communicate with students regularly, throughout the term

  • Holding virtual office hours a few days a week can save a faculty member time responding to emails.
  • Using the “Announcements” function in Blackboard, rather than emailing your students, helps students to manage their email load--and keeps a record of your communications with them all in one place.
  • Rather than asking students to submit assignments via email, using the Assignment function in Bb, which creates a link where all students can upload their assignment document, keeping both you and your students organized-- and heads off large attachments being left undelivered.
  • Post deadlines, assignment guidelines, rubrics, etc. front and center as well as in multiple locations so that students are clear on the course expectations and have less need to email the instructor for clarifications.
  • Engage students in content in small chunks. For example, the optimal length of a video lesson is about six minutes.  Multiple video lessons can be created for one class period. With respect to video or text content, consider ways to engage students with the content, either through written reflections, embedded quizzes, or discussions with peers.

Be prepared to offer Student Support Resources

  • You don't have to have all the answers. Be prepared to direct students to other helpful resources such as librarians, the Knowledge Market, and other tutoring services.

Carefully consider technology use 

  • The fewer online systems that students (and faculty) need to navigate, the better.
  • Build into your course opportunities for students to become familiar with the educational technologies that they will be expected to use. 
  • Develop and communicate a back-up plan for technological problems.  (e.g., for a synchronous online exam, what should a student do if their local Wi-Fi fails?)

(1) Online Course Design and Organization

The course website is organized, easy to navigate, provides clear instructions and student guidance.

General

Hybrid Courses

Multiple Delivery Method Courses 

  • Sample Lesson Plans from San Francisco State University. Note they use the term "hyflex" in lieu of "multiple delivery method." 
  • Sample Lesson Plan from Columbia University. Note they use the term "hyflex" in lieu of "multiple delivery method." 

If you are looking for more in-depth resources around course design, visit our Remote Teaching Professional Development Options page. 

(2) Course Expectations

The course website includes a course description, clear measurable learning objectives, required textbook and/or course materials, schedule, grading, and assessment requirements.  In addition, university policies and procedures along with student support services are included (tutoring, disability support resources, library, IT Service Desk, etc.).  Information is provided regarding expected time on task.

(3) Faculty-Student Interaction

The faculty's online presence is demonstrated through frequent and timely faculty-student communication and contact.

Communication Tools on Blackboard

Instructor Presence

(4) Reciprocity and Cooperation

Students engage in formal and/or informal discussions of course topics, group assignments, etc.

Collaboration

Group Work

(5) Active Learning

Active learning methods engage students in the learning process by encouraging them to discover, process, and apply information in a variety of ways.  Inclusive of students' diversity, talents, and ways of knowing.

General

Special Topics and STEM

More on active learning at GVSU. 

(6) Prompt Feedback

Faculty assist students in frequently assessing their knowledge and competence while providing them with opportunities to practice, receive suggestions, and reflect on their learning.

Formative Feedback

Alternative Assessments

Online Exams and Academic Integrity

Online Proctoring 

(7) High Expectations

Faculty clearly communicate high, rigorous, appropriate expectations and provide support to students in meeting the expectations.

Examples of Evidence (Where to Look):

  • Explicit communication of knowledge and skills required for the course (e.g., Syllabus)
  • Explanation and reminders of learning objectives for each week, assignment, etc. (e.g., Syllabus, Course Content, Assignments)
  • Context and rationale for assignments to motivate students (e.g., Announcements, Assignments, Course Content)
  •  Examples and counterexamples of high quality work (e.g., Course Content, Assignments)
  • Assignments and learning activities elicit critical thinking (e.g., Discussion Board, Assignments, Course Content)
  • Appropriate amount of assigned work (e.g., Syllabus, Course Content, Assignments)

Page last modified June 11, 2026
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