Design principles for dual mode readiness in an uncertain future

ABSTRACT

This paper proposes four principles for managers and higher education educators who are designing units and programmes so as to be dual mode ready. `Dual mode’ design and delivery enables students to equitably complete their studies fully online, while also offering on-campus experiences where possible. The four principles are: (1) All learning outcomes can be met irrespective of participation mode; (2) Teaching-learning activities are equitable across participation modes; (3) All students have equivalent opportunity to demonstrate achievement of learning outcomes; and (4) ‘Online ready’ design. Being dual mode ready will likely remain important as on-campus delivery may not be possible for all students. Further, universities may need to pivot rapidly to fully online delivery for a range of reasons, including pandemic-related circumstances. The four principles provide guidance on how best to ensure equity and fairness for students and teachers in a dual mode context.

KEYWORDS:

• Dual mode delivery
• blended learning
• COVID-19
• student equity
• workload
• unit/program design
• hybrid

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Learning outcomes are expressed in terms of what students are expected to achieve as a result of the associated teaching-learning activities.

2. The assessments in this section tend to be whole of unit assessment because they relate to the learning outcomes for understanding of unit content and thinking skills.

Additional information

Notes on contributors

Pamela Roberts

Pamela Roberts is an independent scholar and adjunct Senior Lecturer at the Division of Learning & Teaching, Charles Sturt University. She worked with the UNSW Scientia Education Academy to develop policy option papers in 2020. Her teaching and research interests include curriculum design and innovation and research-based teaching and learning.

Shirley V. Scott

Shirley V. Scott is Professor of International Law and International Relations in the School of Humanities and Social Sciences at UNSW Canberra. As co-director of the UNSW Scientia Education Academy from 2019 to 2021, Shirley instituted a series of policy options papers for the University’s Academic Board. This paper presents research inspired by discussions within the Academy on hybrid course design and delivery.

Jacquelyn Cranney

Jacquelyn Cranney is Professor in the School of Psychology and has extensive undergraduate education experience, for which she has won numerous UNSW/national/international awards and fellowships. Her current activities have two foci: (1) undergraduate psychology education and psychological literacy; and (2) university student self-management, academic success, and wellbeing. For more information, see https://research.unsw.edu.au/people/professor-jacquelyn-cranney

Therese M. Cumming

Therese M. Cumming is a Professor of Special Education and Academic Lead Education at the Disability Innovation Institute at UNSW Sydney. Her research interests are special education, emotional and behavioural disabilities, transitions, Universal Design for Learning and mobile technology as assistive technology.

Elizabeth Angstmann

Elizabeth Angstmann is an Education Focussed Associate Professor in the School of Physics at UNSW Sydney. She is responsible for teaching thousands of students each year, online, blended and face-to-face, in her roles as First Year Physics Director and co-ordinator of the Graduate Certificate in Physics for Science Teachers.

Marina Nehme

Marina Nehme is Associate Professor and experienced educator at the Faculty of Law and Justice, whose scholarship is centred around enhancing students’ motivation. She has won numerous teaching awards at both institution and national levels.

Karin Watson

Karin Watson is a Senior Lecturer in the School of Art & Design, and Director of Education in the office of Pro-Vice Chancellor Education and Student Experience. Karin focuses on the role of student feedback in the first-year context, and building capability amongst peers though professional development and mentorship programmes.