The context of the content of this page relates to teaching during the pandemic, with physical distance protocols, and courses that were taught in multi-modal form - where some students were present in the classroom while others were attending remotely, at the same time. While we are largely clear of the pandemic protocols, the lessons learned from the experience are still valuable, as they provide some alternatives that were never considered in a pre-pandemic world.

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In the Inside Higher Ed article Can Active Learning Co-Exist With Physically Distanced Classrooms? the questions are raised "Can active learning -- broadly, any instructional strategy that engages all students meaningfully in the learning process -- survive classroom environments in which student interaction is severely limited by physical distancing protocols? Or will a semester in which instruction is delivered in physically distanced classrooms lead to an inevitable resurgence of a lecturing format that most learning experts agree is less effective?"

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Louisiana State University created a working document comprised of active learning approaches that instructors could use in the classroom, equivalent strategies in online-synchronous, online asynchronous, and physically-distanced classes.

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Mike Caulfield, Director of Blended and Networked Learning at Washington State University Vancouver, shares an approach on how to incorporate all modes of instruction in planning for the Fall. His approach, ZoomFlex, incorporates group work in a concurrent classroom context by collaborative discussions, classwork and activities.