In-Person Content Delivery with Online Reinforcement

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In-Person Content Delivery with Online Reinforcement

In this model, in-person classes are used for content delivery–whether through lecture, discussion, or small group work–while following social distancing guidelines. During the online portion of the class:

  • Students complete content-reinforcing activities. 
  • Online resources, which are found in OAKS, play a supplementary role to the in-person meetings. Thus, discussion boards and writing assignments are completed in OAKS as a way of reflecting upon and enhancing in-person lessons. 
  • Though low-stakes assessments can still be delivered via OAKS Quizzes tool, high-stakes assessments will occur during the in-person events with the exception of the final week of classes and the final exam. These will take place online.

Best for

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

  • Design their courses around some combination of lecture and discussion and/or small group work. 
  • Feel that the students benefit most from having the professor in person for the content delivery and can do the discussions, activities, and assessments outside of class on their own.
  • 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.


down arrow  Please visit each of the following steps for additional information. 


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.

Determine how you will divide your students.  Due to social-distancing requirements, most classes will need to split students into groups.  Ask yourself questions such as:

  • Do I prefer to deliver the lecture once per class where GROUP A attends f2f and GROUP B watches the recorded lecture then for the next class have GROUP B attend f2f and GROUP A watch the recorded lecture?  
  • Do I prefer to deliver the same lecture twice where GROUP A attends f2f class on Monday and GROUP B attends f2f class on Wednesday and they both receive the same lecture?  If so, how will I get through all of my course objectives?
  • Do I prefer to deliver the lecture once per class where GROUP A attends f2f and GROUP B attends via Zoom live?  If so, you want the LIVE AND ONLINE Model.

We have provided some planning worksheets to help you get started.



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

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


Make sure you are clear with your students that they MUST come on the day in which they are assigned.  Coming on an alternate day could exceed the maximum capacity of the classroom.


The in-person component of this model gives you, the instructor, a lot of leverage with low-stakes, online quizzes created through the OAKS Quizzes tool that prepare students for your high-stakes assessments. The key is to create weekly or bi-weekly quizzes that pull questions randomly from Question Pools and allow students to test themselves multiple times. Allow them to take the quizzes open-book, if they so desire. Just make sure to inform students, nevertheless, that (1) you are keeping only their highest attempt; (2) they should take the quizzes as often as possible for maximum exposure to content designed to prepare them for the in-person assessments; and (3) they will learn best if they don’t take the quizzes open-book. These quizzes are designed to let them learn from their mistakes. For tutorials on how to create these low-stakes assessments, see the videos on the Quizzes link below in the section “OAKS Tutorials.”



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.