Online instructional activity equivalencies
The following table lists common instructional activities in the online teaching modality with a description of these activities, and a conversion of these activities in terms of instructional contact time. Adapted from Valdosta State University.
Instructional activity | Description of instructional activity | Rate of equivalency |
---|---|---|
Active learning strategies | Facilitators lead students in evaluating course concepts in light of experience, enhancing the depth and breadth of content by intensely-focused group activities in class. | 1 active learning strategy = 1 hour instruction |
Blogs, journals, logs | Instructor guides students in applying learned concepts or reflecting on learning experiences; learned concepts to be shared with instructor and/or classmates for thoughtful analysis, feedback, and assessment. | 1 private post = ½ hour instruction 1 shared post (incl. reading all classmates’ posts) = 1 hour instruction |
Case studies and problem-solving scenarios | Instructor leads students in performing in-depth analysis utilizing higher-order analytical skills, which relate to course objectives. Analysis is shared with instructor and/or classmates for feedback and assessment. | 1 case study analysis and post = 1-2 hours |
Zoom sessions | Instructor directs students in collaborative, synchronous discussion with specific expectations for participation. | 1 hour session = 1 hour instruction |
Conferences (group) | Under instructor’s guidance, students participate in collaborative, synchronous learning with specific expectations for participation and feedback. | 1 hour conference = 1 hour instruction |
Conferences (in- depth individual) | Instructor engages students in collaborative, one-to-one synchronous learning experience; student will need meet specific participation and feedback expectations. | 20 minute conference = 1 hour instruction |
Discussion board | Instructor guides/mediates threaded discussion, engaging learners with content that directly relates to course objectives and that has specified timeframes, expectations for participation, and thoughtful analysis. | 1 post/reply = 1 hour instruction 2 posts/2 replies =2 hours instruction |
Guided project | Instructors lead students in a summative project; student(s) and instructor collaborate via email, chat, discussion board, and/or in person to research, analyze, synthesize, and prepare project. Instructor receives periodic updates and provides guidance and feedback. | 1 hour of instruction per week for duration of project |
Instruction and presentations | Instructors provide students with instruction, including presentations in a virtual classroom setting. | 1 hour = 1 hour instruction |
Instructional PowerPoint presentations, videos | Instructor-mediated content is made available in an alternative delivery format for students to view/interact with in order to expand upon and clarify course concepts and objectives. | Student reviews and posts response to 1 unit of content = 1 hour instruction |
Library research | Instructor guides students through in-depth research of scholarly articles or professional journals that relate to course objectives; results of research are to be shared with class in a designated manner. | 1 three-five (3-5) page paper = 1-2 hours instruction |
Modeling | Under instructor guidance, students compute, analyze, and/or interpret data and/or generate appropriate visual aids (using tools like Excel, SPSS, etc.). | 1 hour = 1 hour instruction |
Online quizzes | Instructor-created quiz through in which students demonstrate subject knowledge to provide faculty with feedback on students’ progress. | 1 hour test = 1 hour of instruction |
Peer Review/ assessment | Employing instructor-designated criteria, students evaluate each other’s work. | Student review of peer assessment and follow up response post/email to student/teacher = 0.5-2 hours based on scope |
Portfolio Preparation | Instructors guide learners through compilation, evaluation, and production of learning portfolios prepared according to course /program rubrics and aligned with specific learning outcomes. | Portfolio conferencing with final presentation of completed portfolio = 1 instructional hour, or equivalent to length of the exercise. |
Reflection paper or article review | Instructor-guided activity whereby students apply learned concepts to personal experiences or apply higher order analytic skills in assessing scholarly articles or professional journals. | 1 private post = ½ hour instruction 2 shared posts (required to read all classmates’ posts) = 1.5-2 hours instruction |
Service-learning project | Instructor leads students in completion of service project with specific learning objectives that integrates community service with academic study; faculty provides guidance, support, and feedback to students; student shares experience and reflection with classmates via emails, chats, discussion boards, and/or face-to-face. | 1 hour of instruction per week for duration of project |
Virtual Laboratory and Lab Reports | Instructor provides students with computer- simulation or online laboratories in blended lab-based courses or in order to replace missed laboratories. Instructors require students to submit, share, or post lab reports produced and assess work according to course rubric. | 1 hour of virtual laboratory = 1 instructional hour, or equivalent to length of the exercise |