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Alternating Weekly Lab

A lab section is divided into two groups of students.  One group participates face-to-face in the lab during even weeks of the semester, while the other group participates face-to-face in the lab during odd weeks of the semester.  Students who are not in the lab are participating in some kind of online learning, which might be synchronous or asynchronous.

Download a PDF summary of this modality

For ALL class sessions:

As an example:

A once-a-week laboratory class has 20 enrolled students divided into two groups of 10 students (an Even Week group and an Odd Week group). During even weeks of the semester the Even Week group meets in the physical lab on campus and the Odd Week group connects and learns online, and during odd numbered weeks the Odd Week group meets in the physical lab and the Even Week group connects and learns online

Even-Numbered Weeks

  • Even Week Group and Instructor meet in the face-to-face physical laboratory.
  • Odd Week Group asynchronously completes Canvas content/exercises, and/or meets synchronously to discuss content. For synchronous meetings, if available, a GTA or student helper (shown in green) can facilitate discussions, or students can facilitate and the instructor can produce a Zoom attendance report.

Odd-Numbered Weeks

  • Odd Week Group and Instructor meet in the face-to-face physical laboratory.
  • Even Week Group asynchronously completes Canvas content/exercises, and/or meets synchronously to discuss content. For synchronous meetings, if available, a GTA or student helper (shown in green) can facilitate discussions, or students can facilitate and the instructor can produce a Zoom attendance report

How Should I Proceed?

  1. Start your fall course planning by first finding out what technology will be available in your classroom and what that technology will allow you to do (see: Using the Technology in Your Classroom).  There are some teaching constraints associated with Hyflex teaching that may require a different approach for the learning experiences you provide your students. 
  2. Then, explore Facilitating Your Hyflex Course to learn:   
    • How to simultaneously engage both in-classroom and online students.  
    • How to provide equitable learning experiences for both in-classroom and online students. 
    • How to develop a robust Canvas site for your course to support students and provide a bridge should we have to leave campus.  

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