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Course Delivery
Decision Making Guide

This guide aims to support Sheridan’s Faculties in making informed decisions about the most suitable delivery mode for their programs. It includes a definition for each mode and detailed checklist with guiding questions to ensure all relevant criteria are considered in the decision making process.

Definitions

In-Person

In-person learning at Sheridan College refers to courses where all instructional activities take place on campus in a physical classroom, lab, or designated learning space. This traditional mode of delivery fosters direct interaction between students and instructors, real-time discussions, and hands-on learning experiences.

Key Characteristics of In-Person Learning

Face-to-Face Engagement

Students and instructors interact in real time, allowing for immediate feedback, spontaneous discussions, and deeper engagement through group activities and class participation.

Structured and Scheduled Learning

Courses follow fixed schedules with designated class times and locations, providing routine and consistency for students and faculty.

Hands-On and Collaborative Learning

Many courses incorporate labs, workshops, or studio-based activities that require physical presence, ensuring students gain practical experience using campus resources.

Example 1: Lecture-Based Course

Structure: A 100% in-person course held in a designated learning space (e.g. a lecture hall or classroom).

How it works: Students attend scheduled lectures where instructors present material, lead discussions, and conduct in-class quizzes or polling activities.

Example 2: Lab-Based Course (Trades or Science)

Structure: All classes and lab sessions take place in person.

How it works: Students attend on-campus labs or workshops where they work with specialized equipment, practice technical skills, and complete hands-on assessments under instructor supervision.

Example 3: Performance or Studio-Based Course

Structure: Physical attendance required for instruction, studio work, and performance-based assessments.

How it works: Students participate in in-person instruction and guided demonstrations before engaging in hands-on studio work or performance-based activities.

  • Active Participation: Being physically present is not enough; students are expected to actively engage in discussions, individual and group work, and hands-on in-class activities.
  • Technology Integration: While primarily face-to-face, instructors may use technologies like smart boards and digital collaboration tools such as Mentimeter or Microsoft Forms to enhance the learning experience.
  • Campus Resources: Access to Sheridan's libraries, labs, studios, and support services enhances the in-person learning experience.
Blended

Blended learning at Sheridan College is intentionally designed to integrate both in-person and online instruction in a structured way. Students will have scheduled face-to-face sessions while also engaging in purposefully planned online components through SLATE, Microsoft Teams, Kaltura, and other digital tools.

Key Characteristics of Blended Learning

Integrated Learning Experience

Online and in-person components are designed to complement each other, ensuring a seamless and engaging learning process rather than replacing one another.

Flexible within a Structured Approach

While students are required to attend scheduled in-person sessions, online activities provide additional flexibility, allowing for self-paced learning within set deadlines.

Technology to Enhance Learning

Digital tools like SLATE, Microsoft Teams, and Kaltura support instruction by facilitating discussions, video lectures, collaborative assignments, and assessments.

Example 1: Business Course

Structure: Two hours in person, one hour online each week.

How it works: Students meet face-to-face for discussions and interactive activities, then complete online readings, discussion posts, or quizzes asynchronously.

Example 2: Health Sciences Course

Structure: Labs in person, lectures online.

How it works: Students engage with online learning materials, which may include pre-recorded lectures, interactive simulations, discussion forums, or case studies.

Example 3: Flipped Classroom Model

Structure: Pre-class learning online, in-class application.

How it works: Students engage with digital content online to prepare for the in-person session. During class, they participate in case studies, group problem-solving activities, and discussions to connect theory to practice.

  • Predictable Structure: Each course will clearly outline the balance between in-person and online learning.
  • Intentionally Designed Content: Blended courses incorporate digital and in-person materials that are intentionally designed to complement each other.
  • Increased Flexibility: Some components may be completed at the student's own pace (asynchronous), while others require live attendance (synchronous).
  • Campus & Digital Resources: While blended learning includes online components, students may still need to access on-campus labs, studios, and libraries for certain activities.
Online Synchronous

Synchronous online learning at Sheridan College occurs online in real-time, requiring students and instructors to participate in live virtual sessions at scheduled times. This mode fosters immediate online interaction, discussions, and feedback using digital platforms such as Microsoft Teams and SLATE.

Key Characteristics of Synchronous Learning

Real-Time Engagement

Students and instructors interact simultaneously through video conferencing, live chats, and digital collaboration tools, enabling immediate responses and active participation.

Scheduled & Structured Sessions

Classes follow a fixed schedule, similar to traditional in-person classes, ensuring routine and consistency. Students are expected to attend and participate in live sessions as part of their coursework.

Technology-Enhanced Learning

Digital tools such as Microsoft Teams offer features like breakout rooms, digital whiteboards, and live polls, enhancing real-time interaction and collaboration.

Example 1: Live Virtual Class

Structure: Live online lectures/sessions held at scheduled times via Microsoft Teams.

How it works: Students join live video sessions where instructors present material, lead discussions, and conduct real-time quizzes or interactive polls.

Example 2: Fully Synchronous Online Tutorial or Coaching Session

Structure: Courses are delivered entirely online in real-time, focusing on small-group tutorials or personalized coaching sessions.

How it works: Students join live virtual sessions where instructors provide targeted support, skill development, or deep-dive explorations of specific topics.

  • Active Participation: Students need to attend scheduled sessions, contribute to discussions, and engage with live content to maximize learning.
  • Interactive Tools: Microsoft Teams and SLATE support live collaboration through features such as polls, breakout rooms, digital whiteboards, and live chats.
  • Structured Routine: Synchronous learning offers a predictable schedule, which is ideal for students who benefit from set class times and real-time interactions.
Online Asynchronous

Asynchronous learning at Sheridan College allows students to access course materials, lectures, and assignments at their own pace, without the need for simultaneous participation. Instruction is delivered through SLATE and multimedia tools such as Kaltura and H5P, enabling structured yet flexible learning.

Key Characteristics of Asynchronous Learning

Self-Paced Learning

Students have the flexibility to engage with digital content, readings, and interactive activities on their own schedules each week, while adhering to an overall course timeline and meeting assignment deadlines.

Structured, Not Self-Study

While students work independently, courses are intentionally designed with structured activities, clear objectives, and regular milestones to ensure consistent progress and engagement.

Instructor Support & Interaction

Instructors provide regular feedback and maintain an ongoing, visible presence through discussion boards, recorded announcements, and timely responses to questions via SLATE and email communications.

Example 1: Self-Paced General Education Course

Structure: Fully online with no scheduled class times, allowing students to access digital content through SLATE at their convenience.

How it works: Students engage with multimedia content, readings, and activities on their own schedule, typically within a weekly structure. Instructors provide feedback on assignments and facilitate discussions asynchronously through forums and message boards, ensuring ongoing support and engagement.

Example 2: Asynchronous Professional Development Module

Structure: Self-paced, non-credit courses or micro-credentials offered entirely online and asynchronously.

How it works: Participants complete training modules on their own timeline, engaging with videos, digital content, interactive exercises, and assessments. These flexible learning opportunities are ideal for working professionals, focusing on specific skills or industry certifications, and often provide digital badges or certificates upon completion.

  • High Flexibility: Students have a high degree of control over their learning pace, making this mode ideal for those balancing education with work or personal commitments.
  • Purpose-Built Content: Asynchronous courses use intentionally designed digital content suited to independent learning.
  • Engagement through Digital Tools: Courses leverage SLATE, Kaltura, and engagement tools like H5P to provide rich multimedia content, interactive assignments, and automated assessments.
  • Independent but Supported Learning: While learning is self-directed, instructors remain accessible through asynchronous communication channels, ensuring guidance and support are available when needed.

How to Use
this Guide

Step 1: Identify the Best Course Delivery Mode

  • Go through each section, read the guiding questions, and highlight the mode that better fits your course or program (e.g., In-Person, Online Synchronous, Online Asynchronous or Blended).
  • At the end, review which mode appears most frequently—this is your theoretical best fit.

Step 2: Evaluate Faculty Workload

  • Use the Workload Reflection section to assess workload feasibility.
  • If your recommended mode aligns with your workload, proceed with confidence.
  • If workload concerns arise, adjust to a mode that better fits your capacity.

Step 1: Identify the Best Course Delivery Mode

Student Information
Criteria Guiding Questions Selected Mode of Delivery
Demographics
  • Are your students recent high school graduates? If so, they may benefit from a campus experience. → (Prioritize In-Person or Blended)
  • Are they mature students? If so, they may prefer the flexibility of online learning. → (Prioritize Online Synchronous, Online Asynchronous, or Blended)
  • Are students located in different time zones? → (Prioritize Online Asynchronous)
Type of Enrolment (Full Time vs Part Time)
  • Are they part-time students? If so, they may prefer the flexibility of online learning, as they might have other commitments. → (Prioritize Online Synchronous, Online Asynchronous, or Blended)
  • Are they full-time students? If so, they may be looking for a campus experience. → (Prioritize In-Person or Blended)
Program Requirements
Criteria Guiding Questions Selected Mode of Delivery
Program Accreditation
  • Is there a minimum number of contact or in-class hours required to meet accreditation standards? → (Prioritize In-Person or Blended)
Tools and Equipment
  • Do students need access to specialized tools that are only available on campus (e.g., equipment, labs, studios)? → (Prioritize In-Person or Blended)
Hands on Skills
  • Do students need to demonstrate hands-on skills (e.g., labs, physical activities, studio work) to meet course and program requirements? → (Prioritize In-Person or Blended)
Interaction
Criteria Guiding Questions Selected Mode of Delivery
Interaction Needed to Achieve LOs
  • Are live, real-time discussions and debates critical for learning? → (Prioritize In-Person or Online Synchronous)
  • Will students engage mainly through recorded lectures and discussion boards? → (Prioritize Online Asynchronous or Blended)
Instructor Guidance and Feedback
  • Do students need frequent access to the instructor for guidance and coaching? → (Prioritize In-Person or Online Synchronous)
  • Does faculty need to be present In-Person to provide guidance or feedback in using equipment? → (Prioritize In-Person or Online Synchronous)
Collaborative Learning
  • Is collaboration and group work a core part of this course? → (Prioritize In-Person, Online Synchronous, or Blended)
  • Do students have flexibility to complete coursework on their own time? → (Prioritize Online Asynchronous)
Learning Environment
Criteria Guiding Questions Selected Mode of Delivery
Percentage of Independent Study Time
  • Can students achieve learning outcomes through independent study (readings, videos, self-directed activities)? → (Prioritize Online Asynchronous or Blended)
Video Demonstrations
  • Can video demonstrations effectively replace labs and workshops for teaching equipment and processes? → (Prioritize Online Synchronous or Online Asynchronous)
Structured Check-ins
  • Do students need structured check-ins or periodic assessments to stay on track with self-directed learning? → (Prioritize Online Synchronous or Blended)
Technology
Criteria Guiding Questions Selected Mode of Delivery
Software Requirements
  • Is the software available for remote access, or does it require on-campus labs?
  • Are there licensing or hardware requirements that could limit student access? → (Prioritize In-Person or Blended depending on availability and access needs)
Video Conferencing
  • Is live video conferencing (e.g., MS Teams, Zoom) required for lectures, office hours, or group discussions?
  • Will students need webcams, microphones, or other equipment to participate effectively? → (Prioritize Online Synchronous)
Learning Management System
  • Will all course content, assessments, and discussions be managed through an LMS (e.g., SLATE)? → (Prioritize Online Asynchronous or Blended.)
AR/VR and Simulations
  • Could the use of technology improve learning outcomes or create new learning opportunities?
  • Can interactive tools (e.g., AR/VR, simulations, adaptive learning platforms) enhance engagement?
  • Do students need training or support to effectively use the required technologies? → (Mode of delivery depends on the technology used—Blended may be best for integrating multiple tools.)
Assessment Tools
Criteria Guiding Questions Selected Mode of Delivery
Nature of Assessment Tools
  • Do student have to complete in-person supervised assessments (e.g., exams, lab demonstrations)? → (Prioritize In-Person)
  • Will students mainly be assessed through written work, quizzes, or online discussions? → (Prioritize Online Asynchronous)
Group Assessment
  • Do assessments require group work and peer collaboration? → (Prioritize In-Person, Blended, or Online Synchronous)
Assessment Schedule
  • Do students need flexibility to complete assessments at different times? → (Prioritize Online Asynchronous or Blended)

Step 2: Evaluate Workload Feasibility

Faculty Readiness and Workload
Criteria Guiding Questions Selected Mode of Delivery
Faculty Experience in Online Learning
  • How experienced are the faculty in online learning? And what training and resources do they need to be able to deliver courses online?
    • Experienced → (Choose any suitable digital mode of delivery)
    • Need some training → (Prioritize Online Synchronous, Blended)
    • No prior experience → (Prioritize In-Person, Online Synchronous)
Course Preparation Workload
  • How much time do faculty have to prepare for this mode before the course starts?
    • Adequate preparation time (e.g., adequate time to create recording lectures, design full online content) → (Prioritize Online Asynchronous)
    • Limited preparation time (e.g., enough time to structure in-class & online components) → (Prioritize Blended)
    • No preparation time (e.g., traditional lesson planning) → (Prioritize In-Person, Online Synchronous)
Content and Assessment Adaptability
  • Does the content need modification for effective online delivery? How much modification is needed?
  • Are assessments well adapted to online learning? Do they need to be re-designed to ensure the integrity of the assessment process?
    • Extensive modification needed → (Prioritize In-Person, Online Synchronous)
    • Moderate modification needed → (Prioritize Blended)
    • Minimal modification needed → (Prioritize Online Asynchronous)

Results