Logistics-based ApproachCurriculum-based ApproachPeople-based Approach


Logistics-based approach

Learners are split into groups to reduce the overall class sizes when meeting face-to-face with faculty during the scheduled class time.

Resilient Teaching Practices

Prepare clear instructions on how groups work when meeting face-to-face. Set a meeting agenda and share it with the groups ahead of time in Canvas, so they know what to expect and can make the most of the class time within groups. 

  • A sense of community can be easily built in smaller groups. There are more discussion and collaboration opportunities for individual learners within groups in large classes.
  • Group activities or discussions can help learners build on knowledge from each other and deepen their understanding on the key concepts.
  • Even though students will be meeting with the instructor less frequently in this model, the smaller class size of those in-person meetings may increase the sense of personal attention and connectedness in the instructor-student relationship as well as the sense of community among learners.

  • Substantial planning and organization must occur regarding recorded lectures, course materials, and learning activities and assessments. Instructors must consider ways to provide equitable learning experiences for each group of learners.
  • Proper social distancing must be considered for face-to-face sessions.
  • Instructors may need Teaching Assistants’ help to facilitate group discussions and activities.

Curriculum-based approach

Learners meet face-to-face for preparation in the beginning part of the semester, and then meet wholly online for the rest of the semester. Alternatively, the course operates fully online for the majority of the semester until the last few class sessions, when class meets face-to-face for student presentations or other types of “high stakes” summative assessments.

Resilient Teaching Practices

Requires instructors to strategically consider their curriculum to determine the optimal reasons and/or times for face-to-face sessions (e.g., student presentations, exams/tests, etc.). In other words, learners are only required to meet in person when there is a clear need based on the type of assignment or activity that takes place as part of the curriculum. Based upon the strategic decisions about the curriculum, instructors may need to prepare recorded lectures and will need to provide course materials in an organized manner on Canvas. Similarly, many learning activities and assessments may need to be facilitated online (e.g., synchronous or asynchronous discussions, submission of assignments or research projects, etc.)

  • Provides greater flexibility for both the instructor and the learners if they need to remain remote for the majority of the semester.
  • Most viable option for high-stakes exams/tests in lieu of online proctoring options.  

  • The instructor must provide a clearly defined schedule for when face-to-face class sessions and online class sessions meet.
  • Exceptions may still need to be made for individual learners regarding the in-person sessions, and an alternative plan for handling those cases in an equivalent manner to the in-seat student activities needs to be established beforehand.
  • Requires preparation and organization of learning materials and learning activities/assessments in Canvas.
  • Proper social distancing must be considered for face-to-face sessions.

People-based approach

The course takes place primarily online in either an asynchronous or synchronous fashion (or a blend of both), but instructors have regular check-in meetings (either online or face-to-face) with learners.

Resilient Teaching Practices

Slight modifications to current teaching practices are required. Focus remains on delivering course content and developing learning activities and assessments. As a best practice, Canvas is leveraged to organize learning materials and/or learning activities/assessments to ensure teaching and learning may be facilitated for all learners regardless of modality (e.g., face-to-face, hybrid, or fully online).

  • Fosters a culture of care and encourages faculty-learner interaction.

  • The instructor may receive ad hoc questions from students at check-in meetings.
  • Requires students to be available either online or face-to-face at a specific time, which may be logistically challenging for some.
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Workshops & seminars

Faculty/instructors are invited to register for a workshop or seminar that is designed to help deliver quality learning experiences.

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