ABSTRACT
Online education has received significant criticism since its inception, despite its increasing ubiquity and nearly universal acceptance across higher education. Virtually unlimited iterations and instances of online learning exist, but rather than attempting to catalog them all, we can identify a continuum from fully face-to-face on-campus instruction to fully online asynchronous instruction, marking several blended models in between. As we see how each instructional model works, examining their advantages and challenges, instructor and student responsibilities, and action steps for implementation, we prepare ourselves to pivot from one model to the next when necessary. Employing Comprehensive Instructional Design by building our courses entirely within the LMS so all materials are ready from the first day of class is challenging, yet it increases student access and meets diverse students’ learning needs, helping us become better educators.
