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Multimodal Instructor Guide
- Author(s):
- Cui Cheng, Jun Fu, Caitlin Kirby, Shannon Mae Kelly (see profile) , Natalie Vandepol
- Date:
- 2022
- Subject(s):
- Instructional systems--Design, Inclusive education, Teaching, Learning
- Item Type:
- Article
- Tag(s):
- Hybrid classroom, hyflex, faculty development, Instructional Issues, Instructional design, Hybrid pedagogies, Multimodality, Inclusive pedagogy, Teaching and learning
- Permanent URL:
- https://doi.org/10.17613/g87a-8659
- Abstract:
- Since the start of the COVID-19 pandemic, the increasing prevalence of multimodal classrooms—where teaching and learning occur through varying combinations of digital and in-person, synchronous and asynchronous experiences—has potential to create more accessible learning environments for students, but also presents challenges to instructors and students. To better support faculty interested in blended learning, EDLI, in collaboration with MSU IT, conducted an institutional research study on multimodal classes taught fall semester 2021 in the College of Arts and Letters and the College of Natural Science. This guide is informed by the study findings and intended to support MSU instructors in determining if and how multimodal course design may benefit their students.
- Metadata:
- xml
- Status:
- Published
- Last Updated:
- 12 months ago
- License:
- Attribution
- Share this:
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