Flipped with Split Delivery

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Flipped with Split Delivery

In this model, content (lectures, videos, readings) is delivered online, outside of class (size determined by Academic Affairs and Facilities). During the in-person classes instructors meet with a portion of the class for discussion and/or activities, following social distancing guidelines. Students may be asked to prepare for in-person sessions by submitting questions, responses, or low-stakes assessments in advance. 


Best for

This model is similar to a flipped classroom model and may be a good choice if you prefer to:

  • Run small-group discussions or activities (much like a small group seminar)
  • Teach using active learning methods such as problem-based learning, inquiry method or project-based learning
  • Teach a lab, performance, or activities class
  • Conduct an independent study or a tutorial class
  • OR if you have a class size that is over 50 students or that requires more than the designated social distancing max. capacity for your classroom


Registrar Classification:

This model is available to courses that are classified as “Lecture” by the Registrar in Banner.


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The planning process is critically important when teaching using this model.  The most important part of the planning is to decide what will be best done outside of class (online) vs. what is best done in the face-to-face (f2f), socially distanced classroom.   Remember, always go back to your course objectives and student learning outcomes (SLOs) when making decisions.

You also must decide how many student groups you will need and on what days they will attend (as this method requires that you divide your students into smaller groups for social distancing purposes; this must be communicated to the students before the first day of class)



There are several skills that you will need to know to be successful in this model.

To record your online lectures

To add readings, videos, etc. into OAKS for your students

Frequent yet easy communication with students

Socially distant group work

Peer Review


Whether your class is fully face-to-face, fully online, or a mix of both, communication between students and faculty is so important.  In this model, it’s important that you maintain communication with your students when they are not in class.  This is easily done via the OAKS News tool.  Regular communication lets your students know that, even though they only see you 1/2 as much, you are still there for them as much as you would be in a traditional face-to-face class.

    • Communicate your groups and their meeting days as soon as possible so there is no confusion for the first day of class.
    • Make sure you are clear with your students that they MUST come to class on the day in which they are assigned.  Coming on an alternate day could exceed the maximum capacity of the classroom and will not be allowed.
    • If students come in on a day in which they are not assigned, and their attendance exceeds the maximum COVID capacity for the room, they must be asked to leave.
    • You need to be clear about the amount of time spent in class and out of class and communicate that to your students.
    • You need to know your “why.”  Why are you having them come to class for the activities and discussions? Why are these important?
    • Create the expectation for students to come to class prepared for study and social distancing. Online assignments carry over into in-class content sessions (be prepared or your in-class grade will suffer).

For more ways to communicate, check out our Communication Tips.

For tips for what to include in your syllabus see the Syllabus section of this website.




Make sure all inside and outside activities include Deliverables. Deliverables are the pieces that students must submit to fully complete the assignment and get full credit for their work.

The purpose of a deliverable is to:

  • Ensure that the student does the work (reading, watching video, participating in group work).
  • Ask the student to recall or reflect on their learning in order to prepare for assessments, discussions, or group activities.  Some examples include: reflection question on readings, short quiz on lectures, an assignment, a reflection document, an exit slip, or an entrance slip.)
  • These deliverables don’t have to be graded.  They can merely count toward participation.
  • Have students lead the discussion in class. See the Student Led In-Class Discussions Guide. Ask students to create their own talking points: Bloom’s Taxonomy Question Generator


Please don’t forget that you need a Plan B in case you or some of your students are quarantined.  Also don’t forget that the last week of the semester, and the final exam, will be fully online, so plan accordingly.