The UMS campuses had myriad ways of defining and coding Instruction Modes for course sections. Processes and data entry at campuses also varied, which created challenges when trying to track or report on distance education offerings for planning and evaluation purposes. In addition to the administrative challenges, the instruction mode provided to students did not always accurately reflect the online and/or in-person requirements of the particular course. This was particularly challenging for non-traditional and online students who need increased flexibility in their education, or who are unfamiliar with the variety of course instruction modes.
In an effort to provide more accurate information to UMS students and staff on the modalities of course delivery and increase consistency in course coding, this project was designed to develop update Instruction Mode coding and definitions for course sections.
Outcome
Please see the final set of Instruction Mode codes & definitions, effective for Summer 2021 term onwards, including decision trees and a link to an informational video.
May 2020 Proposal Forum
Course Section Instruction Mode Proposal
Presentations Slides (slides 8-17)
Proposal Summary: In an effort to provide more accurate information to UMS students and staff on the modalities of course delivery and increase consistency in course coding, this proposal provides recommendations for updating Instruction Mode coding and definitions for course sections.
Background: The UMS campuses have myriad of ways of defining and coding Instruction Modes for course sections. Processes and data entry at campuses may also vary, which creates challenges when trying to track or report on distance education offerings for planning and evaluation purposes. In addition to the administrative challenges, the instruction mode provided to students does not always accurately reflect the online and/or in person requirements of the particular course. This may be particularly challenging for non-traditional and online students who need increased flexibility in their education, or who are unfamiliar with the variety of course instruction modes.
Comments/Questions
- Several questions and comments were shared about updating the student course fees and the impact to budgets. In particular concern was expressed about structuring fees and faculty compensation for the Hyflex option.
- The CBOs and Student Financials will be involved in the implementation process to ensure budgeting and fees needs are met. Some best practices research on fees will hopefully be included in information provided to campuses to assist with this.
- Faculty compensation for new types of courses will be discussed with Academic Affairs and Labor Relations. The idea for Hyflex is to capture courses that are already being delivered this way, not to move the majority of courses to a Hyflex model.
- A question was asked to clarify if Hyflex is an after-the-fact categorization. It is designed to be a new type of instruction mode. For example, courses that are currently delivered using three different course sections could be designated as Hyflex instead of three separate sections.
- A question was raised about using synchronous and asynchronous for modes like Online Low Residency. This could be an option if there is widespread agreement that it is necessary. However, the workgroup felt simplicity was more helpful for students in keeping things clear. We can update descriptions to identify more clearly asynch/synch options.
- Appreciation was shared for the extended timeline in order to ensure things that are needed are in place such as online proctoring.
- It was noted that it may be helpful to change the "online requirements" to "attendance requirements" in the definition since most courses have work that is completed/submitted online regardless of the instruction mode.
Background Information
In order to evaluate the existing instruction mode coding across campuses, an inventory and analysis was conducted. It was found that several similar instruction modes codes and instruction mode code descriptions were used by different campuses, and some only used by one or two campuses. Instruction modes varied by spelling and capitalizations because each campus has their own list modes (see tables below).
System-Wide Instruction Mode Codes
| INSTRUCTION _MODE |
University Maine Presque Isle |
University of Maine |
University of Maine at Augusta |
University of Maine at Machias |
University of Maine Farmington |
University of Maine Fort Kent |
University of Southern Maine |
Grand Total |
| BL |
|
1 |
|
1 |
1 |
|
1 |
4 |
| BR |
|
|
1 |
|
|
|
1 |
2 |
| HB |
|
|
|
|
|
1 |
|
1 |
| P |
1 |
1 |
1 |
1 |
1 |
1 |
1 |
7 |
| RE |
|
|
1 |
|
|
|
1 |
2 |
| TR |
|
|
|
|
|
|
1 |
1 |
| TV |
1 |
1 |
|
1 |
1 |
1 |
|
5 |
| TW |
|
|
|
1 |
|
|
|
1 |
| VC |
1 |
1 |
|
1 |
1 |
1 |
|
5 |
| VD |
|
|
|
1 |
|
|
|
1 |
| VS |
|
1 |
|
1 |
1 |
|
|
3 |
| WB |
1 |
1 |
1 |
1 |
1 |
1 |
1 |
7 |
| WS |
|
1 |
1 |
1 |
1 |
|
1 |
5 |
System-wide Instruction Mode Code Descriptions
|
INSTRUCTION
_MODE_DESCR
|
University Maine Presque Isle |
University of Maine |
University of Maine at Augusta |
University of Maine at Machias |
University of Maine Farmington |
University of Maine Fort Kent |
University of Southern Maine |
Grand Total |
| BL - Blended |
|
|
|
|
|
|
1 |
1 |
| BL - Blended (Online & On site) |
|
1 |
|
|
|
|
|
1 |
| BL - Blended (online and on site) |
|
|
|
1 |
1 |
|
|
2 |
| BR - Broadcast |
|
|
|
|
|
|
1 |
1 |
| BR - Broadcast Class |
|
|
1 |
|
|
|
|
1 |
| HB - Hybrid |
|
|
|
|
|
1 |
|
1 |
| P - On Site Class |
|
|
|
|
|
|
1 |
1 |
| P - On Site Classroom |
1 |
1 |
1 |
1 |
1 |
1 |
|
6 |
| RE - Receive |
|
|
|
|
|
|
1 |
1 |
| RE - Receive Class |
|
|
1 |
|
|
|
|
1 |
| TR - Travel |
|
|
|
|
|
|
1 |
1 |
| TV - Interactive Television |
1 |
1 |
|
1 |
1 |
1 |
|
5 |
| TW - Interactive Television/Web |
|
|
|
1 |
|
|
|
1 |
| VC - Video Conferencing |
1 |
1 |
|
1 |
1 |
1 |
|
5 |
| VD - Video Tape |
|
|
|
1 |
|
|
|
1 |
| VS - Video Streaming |
|
1 |
|
1 |
1 |
|
|
3 |
| WB - Online |
1 |
1 |
1 |
1 |
1 |
1 |
1 |
7 |
| WS - Web - Synchronous |
|
|
|
|
1 |
|
|
1 |
| WS - Web Synchronous |
|
|
1 |
|
|
|
|
1 |
| WS - Web-Synchronous |
|
1 |
|
1 |
|
|
1 |
3 |