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Courses can implement blended learning, delivering some of the out-of-classroom content asynchronously. There are many benefits to this approach from freeing up in-class time for meaningful learning activities. Purposefully designed blended learning activities allow students to personalize their learning experiences by reading and reviewing class materials at their own pace and have been proven to significantly enhance student learning and class engagement.
Blended Courses are courses where instructional sessions are mixed between face-to-face and online delivery. A course is considered a blended course when some of the course’s instructional time (up to a maximum total instructional time) is delivered online and the remaining credit hours are delivered as face-to-face sessions.
Blended learning constitutes a form of e-Learning and can involve different types of synchronous and asynchronous online learning activities, such as flipped classrooms.
e-Learning is instruction that involves digital or electronic means of disseminating information or communication between students and instructors. e-Learning relies on digital or electronic modes of learning including online use of digital devices (computers, tablets, etc.). e-Learning can be used in face-to-face classrooms and can be used for remote, distance, online learning, blended learning, or supplemental self-learning in a classroom.
Flipped Classrooms is a teaching methodology in which traditional classroom learning experiences (lectures) involving passive knowledge acquisition are instead done “at home” as “homework” while active student learning and discussion are done in the classroom. Flipped classrooms may be face-to-face, blended, or online.
(Katheryn E. Linder, “The Blended Course Design Workbook”, p. 69)
An instructional activity is any activity that is required and supervised by appropriate instructional staff. Instructional activities provide consistent, iterative educational exchange between instructional staff and students. Instructional activities must align with course learning outcomes (CLOs) and be integrated within the course syllabus. This is separate and distinct from Supplemental (or “supplementary”) activity, which is any activity that is required and unsupervised.
Most courses can benefit from introducing blended learning. When first designing instructional activities for blended learning ask yourself these three questions:
(Katheryn E. Linder, “The Blended Course Design Workbook”, p. 69)
The process of designing meaningful blended learning activities involves the following steps (adapted from the NYU website).
Content analysis: examining the syllabus to see where in-class lectures can be made online to free up valuable class time for more in-depth exploration of the material. The main questions are, what are problems that I have noticed throughout the semester? How could online content serve as solutions?
Learning object design: outlining online content and determining where in the course sequence it will fall; designing assessments that will accompany the learning objects and gauge learning/ areas of improvement. The main question is: how can we best design this content to maximize learning?
Learning object development: creating learning objects and assessments that students will use.
Implementation and analysis: applying new content and assessing its effectiveness.
(Katheryn E. Linder, “The Blended Course Design Workbook”, p. 69)
By an instructor or instructional staff
In this method, the instructor organizes and leads small group virtual study sessions using Zoom, focusing on targeted course content. These sessions are designed to be interactive, with students working through problem sets, case studies, or exam review materials in real time.
"This semester you will attend [# amount] virtual study group sessions facilitated by me, the instructor, or a member of my instructional staff via Zoom. Participation in these sessions is required and will count toward your participation grade. During these sessions, we will review course material, work through problem sets, and address any questions you may have. Make sure to check the schedule and join the appropriate session each week."
In this method, students are divided into small groups and tasked with leading study sessions on pre-assigned topics. The instructor provides structured guidelines and resources (available on Brightspace), oversees the group formation, and attends portions of the sessions to ensure quality and engagement. This promotes peer-to-peer learning, but the instructor’s oversight qualifies it as instructional time.
"Throughout the course, students will participate in [# amount] peer-led study groups, focusing on different weekly topics. These sessions are supervised by the instructor, who will provide necessary resources and attend sessions to ensure academic rigor. Group study sessions will count toward your participation in the course. Full participation is required, and the groups will summarize their findings to the class."
In this traditional method, the instructor or teaching assistant (TA) holds in-person study sessions, dividing students into small groups to work on specific course topics or practice problems. The instructor or TA actively facilitates the groups, rotating between them to provide guidance, answer questions, and ensure students stay on task.
"Small group study sessions will be held weekly, led by the instructor or TA, to help reinforce course concepts. Attendance is required. During these sessions, you will work in small groups on problem sets and review key material under the guidance of your instructor or TA."
In this method, trained NYUAD Academic Staff lead additional instruction sessions focusing on difficult concepts from lectures. The Academic Staff are provided with structured lesson plans or materials by the instructor to guide the sessions. These sessions may be offered either synchronously via Zoom or asynchronously, with materials posted to Brightspace for later review.
"Additional instruction sessions will be available weekly, led by our class Instructor using faculty-provided materials. These sessions are an integral part of the course. Whether attending synchronously or reviewing the material asynchronously, you are expected to participate in these sessions to enhance your understanding of course concepts."
Papers, presentations, journal articles, magazines, performances, art pieces, experiments, etc.
Students co-write a research paper or journal article using Google Docs for collaborative writing. The instructor provides ongoing feedback directly in the document, using comments and suggestions. Perusall can be used for students to annotate research papers collaboratively and course readings related to their topics, while Brightspace is used for submitting milestones and receiving grades. The instructor’s contributions include guiding research, reviewing drafts, and hosting feedback sessions via Zoom.
The faculty plays an active role throughout the co-creation process, providing structured feedback and contributing to revisions. Using Google Docs allows for real-time collaboration and ongoing engagement, while Perusall integrates scholarly dialog through collaborative annotation.
"You will co-write a research paper or journal article in small groups using Google Docs, where you will collaborate and receive feedback from the instructor. Feedback will be provided directly in the document, and the process will include [# amount] Zoom meetings [expected duration] for additional guidance. Research materials will be annotated using Perusall. This collaborative writing process, along with structured feedback and research discussions, will count towards class participation and be tracked through Brightspace."
Students co-create a presentation using Google Slides, where they can collaboratively build and refine their presentation. The instructor provides ongoing feedback via Annoto (a tool that allows video and slide commentaries) and Google Slides' comment feature. Zoom is used for rehearsal sessions, while Brightspace is used to submit drafts and record feedback and grades. This method fosters collaboration and integrates instructor guidance throughout the presentation process.
"Group presentations will be created using Google Slides, where you will collaborate with your peers and receive ongoing feedback from me. You will submit drafts through Brightspace and receive feedback using Annoto and the comment feature in Google Slides. Presentation rehearsals will take place on Zoom."
Students co-create an art piece or performance, such as a visual art project or a theater performance, with ongoing input and feedback from the instructor. The creative process is documented through Google Docs for written plans and ideas, while feedback on visual or performance elements is provided via Annoto (for video-based critique) or Zoom sessions for live feedback. Brightspace is used to track progress and post final reflections or portfolio submissions.
"You will co-create an art piece or performance with guidance and feedback from me, the instructor. The creative process will be documented through Google Docs, and feedback will be provided using Annoto for video critiques or during Zoom sessions. Progress will be tracked through Brightspace, where you will submit updates and final reflections."
Students co-design and conduct an experiment, documenting their progress using Google Sheets for data collection and analysis. The instructor provides feedback on the experimental design and results, using Annoto for video-recorded feedback on lab progress and results. Zoom is used for group meetings to discuss methodology and results, while Brightspace is used for submitting final reports and tracking grades.
"You will conduct a group experiment with ongoing input and guidance from the instructor. Data will be collected and analyzed using Google Sheets, and feedback on your experiment will be provided using Annoto for video critiques or during Zoom meetings. The experiment progress and final report will be tracked in Brightspace."
Allowing for some interaction before and after the event (instructor of record, academic staff, docent, or someone with comparable content expertise).
Students attend a live performance (e.g., theater, dance, or musical performance) facilitated by an instructional expert or academic staff (as deemed by the instructor and the academic department). The expert provides a pre-performance lecture to contextualize the event, followed by a post-performance discussion for reflection. The pre-and post-event interactions are held synchronously via Zoom or via asynchronous discussions on Brightspace.
The pre-event lecture introduces key concepts, while the post-event discussion deepens understanding by analyzing themes, techniques, and artistic choices. The structured interaction before and after the event, combined with the expert’s content expertise, mirrors in-class instruction.
"Throughout the course, you will participate in live performance events facilitated by an instructional expert. Each performance will be preceded by a pre-event lecture via Zoom or via Brightspace Discussions to provide context and followed by a post-event discussion to analyze and reflect on the experience. Participation in these discussions, along with attending the performance, is a required component of the course. Resources and follow-up discussions will be tracked and facilitated through Brightspace."
Students view a recorded performance (e.g., film, play, or musical performance) facilitated by an instructional expert who provides commentary via Annoto (a tool for interactive video annotation). Students engage by adding their own comments or questions in Annoto. Before viewing, the expert delivers a brief pre-recorded lecture, and after the performance, students participate in a collaborative reflection via the Brightspace discussion tool or Zoom.
"In this course, you will watch [# amount] recorded performances [duration] facilitated by an instructional expert, who will provide commentary and guide your analysis using Annoto. You will be expected to contribute your own annotations and reflections on the performance. Before watching the performance, you will view a pre-recorded [duration] lecture for context. After the performance, we will engage in a collaborative reflection through Brightspace. This entire process will count toward your course participation and is required."
Students attend a live or recorded performance event followed by an interactive workshop with an instructional expert (as deemed so by the Instructor or the Academic Department). During the workshop, students are divided into small groups to analyze different aspects of the performance (e.g., techniques, themes, artistic choices) using Google Docs for collaborative note-taking. The expert circulates among the groups, providing feedback and answering questions. A final group discussion is held via Zoom, where students present their analyses.
"In this course, you will attend a live or recorded performance [incude specific duration and quantity], followed by an expert-facilitated workshop [duration] where you will work in small groups to analyze the performance. Using Google Docs, you will collaborate with your peers and receive real-time feedback from the expert during a Zoom session. The final group discussion and analysis will count toward your instructional time."
Students attend a virtual museum or gallery tour facilitated by a docent or instructional expert. The tour is either live or pre-recorded with embedded commentary via Annoto. Before the tour, the docent introduces the key pieces or themes. Afterward, students participate in a live Q&A session via Zoom or engage in a written discussion via Brightspace, allowing for expert feedback and interaction.
"During this course, you will attend museum or gallery tours either in-person or virtually, facilitated by a docent or instructional expert [include duration and quantity]. A live Q&A session will follow the tours via Zoom or written discussion in Brightspace. These are required experiences and must be completed.”
At Scholarly/Discipline-specific talks related to learning outcomes of the course
Students attend a scholarly or discipline-specific talk (live or recorded), and the instructor provides guided prompts for reflection before and after the talk. Before attending, students review preparatory materials, such as an article or the speaker's bio, using Brightspace. They also answer pre-talk reflection questions using Google Docs. After the talk, students complete a post-talk reflection in Google Docs, linking key insights from the talk to course learning outcomes.
"As part of the course, you will attend a required scholarly or discipline-specific talk related to our learning outcomes [indicate duration and quantity of events]. Before attending the talk, you will complete a preparatory reflection in Google Docs, based on prompts provided in Brightspace. After the talk, you will complete a post-talk reflection, linking the talk’s content to the course material. These activities, including your attendance at the talk, are required."
Students attend a live or recorded scholarly talk, and the instructor facilitates interactive discussions before and after the talk asynchronously on Brightspace. Before attending, students engage in a pre-talk discussion where they explore the speaker’s background, research, and how the talk relates to the course. After the talk, the group reconvenes on Brightspace to discuss key takeaways and analyze how the talk connects to course themes. Students can also annotate key moments in the recorded talk using Annoto.
"You will attend [indicate quantity] scholarly or discipline-specific talks [indicate duration of talks] and participate in guided discussions via Brightspace both before and after the event. These discussions will explore how the talk relates to our course learning outcomes and should take you [duration] of time to complete. You will also use Annoto to annotate key points in the recorded talk and reflect on their relevance to the course. These activities are an important component of the course."
Students attend a scholarly talk and work in small groups to analyze key themes and concepts from the talk. Each group creates a Google Slides presentation that summarizes the talk and connects it to specific course outcomes. The group presentations are delivered during a class session, where students share their insights and receive feedback from the instructor and their peers. The final presentations and reflective notes are submitted via Brightspace. Alternatively, the students can record their presentations as a small group on Zoom and post them to Annoto or Brightspace for analysis from their instructor and peers.
"In this course, you will attend a required [indicate quantity] scholarly or discipline-specific talks [indicate duration] and work in groups to analyze their relevance to the course outcomes. Each group will create a Google Slides presentation summarizing the talk and present it during a class session."
In a course with a final paper or similar requirement, instructors can require students to attend a mandatory office hour meeting to review a draft of the assignment and receive feedback to incorporate into their final submission.
"In this course, you are required to attend one thirty-minute individual office hours appointment with me to review and discuss a draft of your final paper. Prior to the meeting, please submit a draft of your paper via Brightspace and indicate any specific questions you would like me to address. I will assign appointment times to each student during my regular weekly office hours."
Instructors can require students to attend one or more office hours sessions to discuss questions or thoughts around course topics.
"In this course, you are required to attend [quantity, duration] individual office hours appointment with me to explore topics covered in this course in depth. You should schedule your appointment with me [guidance on scheduling timeframe]. Prior to your appointment, please send me a list of questions about the course material or topics you would like me to provide more information about."
NYU Libraries offers a range of online tutorials to help students supplement information literacy skills gained through in person engagement with NYUAD research librarians. Students can engage with pre-recorded tutorials that align with the course learning outcomes (CLOs) as an instructional activity embedded within the course.
Assign students to watch 3 brief videos (approximately 6 minutes each) on the benefits of library resources, Google Scholar, and how to find resources. Then, ask students to apply what they have learned to a research project assigned to them in your course. Using the Brightspace Assignment tab, you can have students upload a document showing three resources they identified after completing the video tutorials and have them explain whether they used library tools or Google Scholar and why.
"Enhance your research skills and prepare for our class project by watching three brief videos on the benefits of NYU Libraries, using Google Scholar, and finding articles. After viewing, identify three credible sources for your assigned research project and upload a document via Brightspace with full citations [provide formatting requirements here] and a brief explanation for each source. Your explanation about the sources should detai how you found them and their relevance to your work. No more than 100 words per source is needed. This assignment will help you effectively utilize library resources and Google Scholar as you prepare your research project."
Upload a document via the Brightspace Assignment tab that includes:
NYUAD Archives and Special Collections department can partner with faculty to incorporate primary source materials into your course. Students can access digital materials asynchronously or faculty can coordinate with the archival librarians to arrange a meeting. For example, students can begin a rare book analysis assignment, or complete a primary resource analysis activity. Archival librarians are available for consultations on designing instructional activities that are compelling and relevant to specific course goals.
You should choose a specific theme or topic relevant to our course from a provided list or explore independently by visiting Archives and Special Collections.
Students will select at least three primary sources (documents, photographs, letters) related to their chosen topic.
They will take notes on the significance of each source, noting:
Instructors can provide feedback on reflections and facilitate further discussion based on common themes or insights shared in the forum.
Encourage students to consider potential research projects or papers based on their exploration of Archives and Special Collections primary source materials.
The NYUAD Library offers a comprehensive and growing range of online and in person workshops to help students develop information Library workshops focus on research skills such as database searching, source evaluation, proper citation, and avoiding plagiarism. These sessions align with the Association of College & Research Libraries' (ACRL) Framework for Information Literacy for Higher Education, fostering critical thinking, research competency, and lifelong learning while empowering students to become confident, independent researchers.
"As part of this course, you are required to attend one of the Library’s information literacy workshops during the semester. These workshops are designed to support your research and information literacy development, a key course learning outcome. One recommended workshop, "Making Zotero Work for You" will introduce you to a research management tool that allows you to cite efficiently and effectively. Exposure to these tools and ways of constructing and organizing knowledge will benefit your work in this course."
Choose from the courses listed in the NYUAD Library Workshops page. Workshops are offered regularly throughout the semester, with new sessions routinely added. Seats are limited, and registration is required.
After attending, students should upload a brief summary (300 characters) of the most useful thing you learned. Include a link to the workshop you attended at the top of your submission and your name. Your submission is part of your class participation assessment.
An online proctored exam allows students to take assessments remotely while being monitored by Respondus LockDown Browser and Respondus Monitor, both integrated with Brightspace. The Respondus software locks down the testing environment, preventing access to other programs or websites, and uses the student’s webcam and microphone to monitor for any suspicious behavior.
"Exams in this course will be conducted through Respondus LockDown Browser and Respondus Monitor, integrated with Brightspace to ensure academic integrity. The demonstration will occur remotely at [tool] on [date]. You will have [duration] to complete this assessment. You must have a stable internet connection, a functioning webcam, and a quiet environment. Detailed instructions on how to access and use Respondus for exams will be provided in Brightspace. Any violations of the exam protocols may result in disciplinary action according to the University’s academic honesty policy."
This method involves students performing a hands-on skills demonstration in a controlled, proctored environment, such as a lab experiment or practical task. Brightspace is used for distributing instructions, rubrics, and for grading submissions post-demonstration. It is ideal for courses requiring performance-based assessments, such as health sciences or engineering.
"As part of this course, you will be required to complete a proctored skills demonstration at the end of the semester. The demonstration will occur in person at [location] on [date]. You will have [duration] to complete this assessment. I will oversee this assessment and will make the instructions and the evaluation rubric available on Brightspace. Please review them carefully and come prepared with the required materials. Grading will also be posted to Brightspace after the demonstration."
An in-class proctored quiz is conducted during regular class time. Students complete the quiz either on paper or digitally using Brightspace. The LMS can be used to distribute the quiz, automatically grade it (if digital), and record grades. This method is useful for both online or traditional in-person classes to assess knowledge recall or problem-solving skills.
"Quizzes will be administered during class and will be proctored by the instructor. You are expected to bring your own writing materials, or if the quiz is digital, you will access it through Brightspace using your personal device. Quiz dates and content coverage will be posted in Brightspace, where you will also receive your grades."
Students can be required to complete asynchronous peer reviews of classmates’ written assignments via TurnItIn on NYU Brightspace, with instructor input on the peer review process.
"After submitting your [specify written assignment], you are required to review [indicate quantity] of your classmates’ submissions and provide thoughtful feedback, addressing [indicate specific areas to address in review]. After the peer review deadline has passed, I will provide feedback on your submitted assignments and your peer reviews."
Pair/group students and require them to meet and provide feedback to each other on a course assignment. Instructional staff should facilitate the sessions and students can post reflections on the experience on a discussion forum.
"During [indicate when activity will occur], I will assign you to small groups. Each group will meet for a [indicate duration] peer review session of [indicate assignment]; I will join each meeting as a facilitator. After the peer review session, post a reflection to our discussion forum on your experience and how you apply the feedback you received, and reply to at least one of your classmates’ reflections."
Allows faculty/instructor to expand upon the lecture or seminar, answers questions, and also facilitates post-class Q&A and general student interaction.
Below is a two-part assessment in which students both run (once during the semester) and participate in (ongoing) the discussion forum. This approach allows students to co-construct knowledge around the course content and bring the real world into their conservation of the course. Allow students a chance to practice in the Forum to learn the tech before the first assessed task.
Discussion Team Leads (5% of the grade — once during the semester — sign-up will be circulated in class in Week 2. Forum starts week 3). Each student will deliver, manage and be lead engagers for a given week in a group of 2-3 students. This involves applying the concepts from [book, reading, movie, lab materials, guest speaker, CBL experience reflection], and other course sources. You and your partner(s) will:
For All Students Discussion Forums Expectations ([XX]% of grade — due date is ongoing) Parameters for Effective Participation:
Do not use ChatGPT in the discussion forum — it wastes our time and prevents you from practicing making cross-references and inferences about our course content and your classmates ideas. For tutorials and resources on how to use Brightspace you can go here.
*It is integral that the instructor participate in these discussion experiences:
Annoto transforms video engagement from a solitary, passive endeavor into an engaging, interactive, and collaborative classroom opportunity.
Anotto is a learner engagement tool that enables digital annotation of videos. Social Annotation (also called classroom annotation) is active and collaborative marking up of resources – in this case video. Participants share thoughts, reactions, questions, and associations through highlighting content and commenting in the margins. Participants’ interactions anchor a conversation within the resource. This starts a dialogue and an opportunity to observe other’s opinions and perspectives. (Source: Steinhart Teaching Resources.)
Annoto (available in Brightspace): Enables timestamped annotations and analytics for NYU Stream videos.
NYU Brightspace: Annoto Integration for Instructors
NYU Brightspace: Annoto Guide for Students
"Students will spend 1 hour collectively annotating a reading. This will happen [x] times during the semester. You can think of this as a discussion board anchored within our video resources. This allows you to have conversations (and take notes) inside the video before, during, or after class. Students are expected to share reactions to content, ask questions, and comment on other’s ideas. You should plan to watch the video and then comment. I will be reviewing comments."
Steps for Students Complete:
Possible assessment Instructions to students: (1) Participation in this platform is mandatory and is included as part of your class participation grade. Please see the participation rubric on Brightspace. (2) Participation in this platform is mandatory and graded ([XX]% of grade). A rubric for participation is included on the Brightspace page.
*It is integral that the instructor participate in these discussion experiences:
Perusall is a social reading, annotation, and online discussion tool. While an integration exists in NYU Brightspace, it is not an NYU tool.
Perusall is an excellent tool for fostering collaborative and engaged reading in asynchronous courses. It allows students to annotate, comment, and discuss course readings in a social setting, promoting deeper understanding and critical thinking. This platform is particularly useful for scaffolding critical thinking and allowing students to engage with the course content at their own pace throughout the week.
"For this week’s assignment, we will be using Perusall to engage with the journal article "[Journal Article Title]" by [Author Name]. The goal is to enhance your understanding of the key concepts and to foster a collaborative learning environment where you can share insights and ask questions as you read. Rather than passively reading, you’ll be engaging with the material more deeply, which has been shown to improve comprehension. I’ll be reviewing your annotations and responding to some of your questions or comments to further support your learning, and we will bring your ideas back into the F2F session the following class.
Do not use ChatGPT or any other genAI for this assignment. You can use Grammarly to adjust your English but we welcome your ideas in their original form!"
What You Need to Do:
Instructional Video Modules Service from NYU Libraries/ITS — you can use it to create and edit lecture videos
Allen, I.E., Seaman, J., and Garett, R. (2007). Blending In: The Extent and Promise of Blended Education in the United States. Online Learning (Sloan) Consortium.
Amaral, K.E. and Shank, J.D. (2010). Enhancing Student Learning and Retention with Blended Learning Class Guides. EDUCAUSE Review Online.
Dziuban, C.D., Hartman J., and Moskal, P. (2004). Blended Learning. EDUCAUSE Center for Applied Research.
Principles of Biology Lab: use of instructional videos to prep students for lab
Italian language: use of instructional videos to review grammatical topics [NYU CAS – Italian Studies]
Flipped undergraduate brain sciences course [Duke University]
Katheryn E. Linder, “The Blended Course Design Workbook: A Practical Guide”
“Blended Learning,” blog post, NYU Arts & Science, Office of Teaching Excellence and Innovation.
