Discover the diverse course modalities at Marshall, designed with a student-centered approach. Understand how, when, and where learning happens to choose the best fit for your teaching and student success.
Marshall Course Modalities and Definitions
In-Person: Meets in-person, on-location.
These courses meet at the location and on the days and times noted in the course schedule. Locations can include the Huntington campus, South Charleston campus, or off-campus spaces. They may require some coursework on Blackboard, so students should have access to a computer and internet.
Asynchronous Online (AO): No class meetings, asynchronous work.
These courses take place fully online. Members of the class engage in the course at different times, and students have a window of time in which to complete coursework, including exams. Students need consistent access to a computer and internet. 
Synchronous Online (SO): Meets online at the designated times.
These courses take place fully online. Members of the class engage in the course at the same time, as designated by the class meeting days/times in the course schedule. Students need consistent access to a computer and internet to complete learning activities on Blackboard and on Teams (or other video conferencing tool). To participate in synchronous online class meetings, students also need access to a webcam.
Synchronous Choice (SC): Students choose to meet online or in-person/on-location at the designated meeting times.
These courses are delivered by the instructor synchronously, both in-person and online. All members of the class meet at the same time. Students have the choice to attend class in-person (at the location designated in the course schedule) or online (via Teams or other video conferencing tool). Students need consistent access to a computer and internet to complete learning activities on Blackboard. If they choose to attend class online, they also need access to a webcam.
Blended (BL): A blend of online and in-person/on-location requirements determined by the instructor.
In these courses, instructors determine when the class meets in-person and when the class engages online (synchronously or asynchronously). The course schedule notes the location and the days/times the class will meet in-person when it does (ex. 138 Drinko Library, MW 2-3:30). The instructor will communicate more specific in-person and online attendance information in the course syllabus. Students need to have the ability to meet in-person/on-location as required by the instructor and consistent access to a computer and internet for online work on Blackboard. They may also need a webcam if synchronous online meetings are required.
HyFlex (FLEX): Flexible attendance options. Students can meet in-person, synchronous online, or asynchronous online for every class.
These courses are delivered by the instructor in-person, synchronously online, and asynchronously online. The course schedule notes the location and days/times the instructor will deliver the course. Students can choose to come to class in-person (at the location designated in course schedule), join class synchronously online (via Teams or other video conferencing tool), or work asynchronously online for every class. Students need consistent access to a computer and internet to complete learning activities on Blackboard. If they choose to attend class synchronously online, they may need a webcam.
Distance Course Modality Resources
- Marshall’s H.O.M.E. Framework: Marshall’s H.O.M.E. (Humanistic Online Model for Engagement) Framework is our new quality assurance process used to evaluate distance courses according to established, research-based standards. Because it is focused on both delivery and design, the Framework goes beyond the familiar Structural Standards to include Experience Standards. This is the result of a collaborative effort among instructional designers and faculty to (1) vet industry-standard components for quality assurance, such as QM, and (2) customize Marshall-specific standards for a humanistic experience.
- Best Practices for Online Teaching and Learning: Our library of Best Practices features articles, faculty liaison videos, and curated resources that support faculty in the practical application of the H.O.M.E. Framework. The wide-ranging examples of teaching strategies are meant to inspire faculty as they develop and continuously improve their distance courses.
- Course Modalities for Students: This webpage is available on the student course schedule when students register for classes, beginning spring 2025. The page explains when, where, and how they will engage in each course modality. It includes information related to technology and equipment needs as well.
- UPAA-6 Distance Education Policy: The changes to the Distance Education policy beginning spring 2025 affect Section 2: Definitions only. All other sections of the policy remain unchanged since the previous passage date on April 21, 2022.
FAQs for Faculty and Administrators
Marshall Online created a Marshall Course Modalities webpage to inform students of the new modalities. This webpage is linked in the course schedule, beginning spring 2025, so that students have access to it when they are registering for their classes. The webpage includes descriptions of each modality from a student perspective.
All new distance courses go through the Distance Course Development process before they are added to the schedule. Distance courses need to go through this approval process every three years. Distance courses include Asynchronous Online, Synchronous Online, Synchronous Choice, HyFlex, and Blended. This is not a change from the previous (April 2022) UPAA-6 Distance Policy.
In addition, faculty who teach distance courses need to be certified and renew this certification every three years. Previously, faculty were certified through a Quality Matters course. Beginning fall 2024, Marshall Online will certify faculty through our own training, based on the Marshall H.O.M.E. Framework.
Yes, Blended classes (like former classes designated as hybrid or TE) will list the days that students need to meet in-person on the course schedule to inform students’ registration decisions.
In most course modalities (In-Person, Asynchronous Online, Synchronous Online, and Blended), instructors determine where, when, and how students engage in the course. However, in HyFlex and Synchronous Choice modalities, students get to choose their modality on a daily basis.
In HyFlex courses, students choose from three modalities. They can:
- attend in-person, on location, at the time designated in the course schedule,
- attend synchronously online, at the time designated in the course schedule,
- or engage asynchronously online, within a window of time.
In Synchronous Choice courses, students choose from two modalities. They can:
- attend in-person, on location, at the time designated in the course schedule
- or attend synchronously online, at the time designated in the course schedule
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Recognizing the need to update our course modality terms for students, faculty, and administrators, Marshall Online initiated the process to revise Section 2: Definitions of UPAA-6. We first explored how other institutions and leaders in online education (such as QM, WCET, and Educause) approached modalities, especially considering guidance for Regular and Substantive Interaction from the Department of Education. Informed by these insights as well as the Revised Spectrum of Learning Modalities (2022), we drafted terms and definitions. Over the course of several months, we solicited and incorporated feedback from the Office of the Registrar, Marshall Online’s faculty liaisons and student workers, representative faculty and deans, and the Student Government Association.
Throughout this process, we have used these guiding principles:
- Follow a student-centered approach to modalities that answers where (on-campus or online?), when (at the same or different times?), and how (what technical equipment and access is required?) students can expect to engage with a course.
- Align with national leaders in online learning to engage in larger conversations about distance education.
- Seek consistency in terminology for clarity and data collection efforts.
- Reflect the modalities that students want and that Marshall faculty teach.
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