Navigating the Mixed-Mode Maze: Understanding UCF's Approach to Blended Learning

The integration of online and face-to-face learning has become increasingly prevalent in higher education. At the University of Central Florida (UCF), this integration manifests in various modalities, including what is commonly referred to as "mixed-mode" learning. This article explores the nuances of mixed-mode courses at UCF, examining their structure, benefits, and implications for students and faculty.

The Rise of Online Learning at UCF

UCF has emerged as a leader in integrating digital media and computer technologies into instruction. The university's early experiments with online courses in the mid-1990s were initially intended for distant learners. However, the demand from on-campus students quickly became apparent. This shift was partly driven by a shortage of classroom space and the evolving needs of a growing student body. Enrollment surged from 21,000 in 1991 to 56,000, further solidifying the need for alternative learning modalities.

Defining Mixed-Mode Learning at UCF

UCF offers several online teaching modalities, with three being the most common: Reduced-Seat-Time or Mixed ("M", "MR"), fully online on the Web ("W"), and Limited Attendance ("RS", "MR", "RL"). Mixed-mode courses, also known as blended courses, combine face-to-face instruction with online components. These courses typically involve reduced seat time, meaning that the class meets in person less frequently than a traditional course. The remaining coursework is completed online.

The Online Learning Consortium (formerly, the Sloan Consortium) defines blended learning as a course where 30%-70% of the instruction is delivered online. It's important to note that the specific amount of face-to-face instruction replaced by online coursework can vary significantly depending on the class, discipline, and learning objectives.

Benefits of Mixed-Mode Learning

Mixed-mode courses offer several advantages for students:

Flexibility and Convenience: Students like Alexander Harrison, an accounting and finance major, appreciate the flexibility of watching lectures online. This allows them to manage their schedules more effectively and balance their academic commitments with other responsibilities.
Improved Learning Outcomes: Some instructors, like Youngsoo Choi, believe that the online component of mixed-mode courses encourages students to engage with the material before attending the face-to-face sessions. This can lead to a deeper understanding of the subject matter.
Higher Student Evaluations: Blended classes often generate the highest student evaluations of any learning mode at UCF, suggesting that students generally have a positive experience with this format.

The Student Experience in Mixed-Mode Courses

The experience of taking a mixed-mode course can vary depending on the student and the specific course design. Ms. Black, a hospitality major and dance minor, finds that she gets as much from the online work as she would from more time in class. She appreciates the efficiency and flexibility that mixed-mode courses offer, allowing her to balance her demanding schedule.

However, some students may find it challenging to stay motivated and engaged in online coursework. Ms. Hatten, for example, emphasizes the importance of self-discipline and time management in online courses. She notes that "no one enforces you to do the right thing" in an online course, making it crucial for students to take responsibility for their learning.

Faculty Development and Support

UCF recognizes the importance of well-trained and supported faculty members in delivering quality distributed learning courses. The university provides faculty development programs to prepare faculty to teach in distributed learning modalities. Faculty members who design and teach sections in Distributed Learning modalities, or those with the PAL attribute, receive the support and resources of the Center for Distributed Learning (CDL). To become qualified to teach in Distributed Learning modalities, or the PAL attribute, faculty must earn credentials through CDL faculty development programs. Faculty members who desire to develop and/or teach distributed learning courses independent of support from the Center for Distributed Learning or without qualifying credentials, must have approval from their Department Chair and Dean before offering the course online. The College and Department must be prepared to provide full support for the faculty member and the learners in the course(s). This aligns with accreditation expectations and cannot be waived. Full support according to accreditation guidelines includes the provision of a suitable, reliable server, licensed software, faculty training, learner training and support, and assurance that the principles of good practice for the Southern Association of Colleges and Schools and the Higher Learning Commission’s 21st Century Distance Education Guidelines accreditation requirements are fully adhered to.

Ensuring Quality and Compliance

UCF courses and programs adhere to the policy statement regarding Distance Education and Correspondence Courses, as maintained by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the Principles of Good Practice as defined by the Southern Regional Education Board (SREB). The University of Central Florida is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award degrees at the associate, baccalaureate, master’s, educational specialist, and doctoral levels.

According to the Florida Department of Education, distance learning occurs when 80% or more of the direct instruction in a course section is delivered using technology, where the student and instructor are separated by time, space, or both. To reflect this framework, our Distributed Learning Guidelines state that V, VL, and W course sections are expected to have 100% of the direct instruction online. In recognition of the statutory 80% threshold, however, faculty may incorporate minimal in-person requirements such as proctored examinations.

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Faculty are bound to adhere to the delivery parameters of the published course modality and may not change online or classroom components that would suit an alternate modality without approval of department authorities and the Provost (or his/her designee) and notification to the Center for Distributed Learning. For modalities where there is a classroom meeting component, such as a weekly meeting cadence, faculty shall adhere to the published meeting schedule in the course schedule.

Florida Statute 1009.24(17) states that in order to qualify for the distance learning course fee, at least 80% of the direct instruction of online courses must be delivered via distance technologies. All V, VL, MR, RL, RS, and W courses are submitted to and listed with the Electronic Campus of the Florida Virtual Campus (FLVC), and the associated student credit hours are assessed a supplemental distance learning course fee. Academic departments and faculty members must ensure that all RS courses comply with this threshold.

End-of-term course evaluations (Student Perception of Instruction) are conducted online for all distributed learning courses in the same manner as for classroom-based courses. The Research Initiative for Teaching Effectiveness (RITE) provides faculty support for assessing instructional effectiveness in distributed learning courses and provides university administrators with insights into the impact of distributed learning on faculty, students, and the institution.

Resources for Faculty and Students

UCF offers a range of resources to support faculty and students in mixed-mode learning environments:

Center for Distributed Learning (CDL): The CDL provides faculty development programs, instructional design support, and technology resources for online and blended learning.
UCF Online: UCF Online provides comprehensive, personalized services to students enrolled exclusively in online programs.
Interactive Techniques and Resources: UCF provides handouts and resources on interactive techniques that can be adapted for online teaching.

UCF Online Programs

UCF Online is designed to serve prospective and current students enrolled exclusively in online programs by providing comprehensive, personalized services from initial inquiry through graduation. The following information features guidelines and student policies specifically related to the UCF Online program and does not replace or override other authoritative UCF publications. Students should review and be familiar with all academic, class registration, student conduct, policy and program requirements, as well as other information contained in the various UCF student handbooks, guides and catalogs published online.

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The UCF Rules of Conduct apply to all undergraduate students, graduate students and students pursuing professional studies, including students enrolled in UCF Online. Transfer and Graduate Students may apply for admission to UCF Online majors and are eligible to transition into a UCF Online program at any time provided the student has not enrolled in a campus-based class in their current career. First-Time-in-College (FTIC) Students applying to the Summer 2024 term and beyond are eligible for admission to UCF Online programs.

Requests to opt-in or change major to UCF Online must be made no later than three business days in advance of classes starting for the fee waivers effective to be applied in that given term or term sub-session. For requests submitted after this deadline, the fee waivers will be effective starting the next term.

Any student ineligible for UCF Online may still take online courses and complete UCF Online majors or programs but will be subject to campus-based fees. Contact the UCF Online Connect Center for further information, or to appeal ineligibility for UCF Online. Any student ineligible for UCF Online may still take online courses and complete UCF Online majors or programs, but will be subject to campus-based fees.

Restrictions for UCF Online Students

UCF Online students may not enroll in classes with scheduled face-to-face meetings. This includes classes coded P (face-to-face instruction), M (mixed-mode/reduced seat time), and RS (limited attendance). When logged into the portal at my.ucf.edu, only online courses in the class schedule are visible to UCF Online students. UCF Online students in special tuition graduate programs have additional restrictions and may only enroll in UCF classes that are part of their program.

Opportunities for UCF Online Students

UCF Online students may be eligible for off-campus academic experiences that are not conducted online, such as study abroad, clinical activities, and service learning.

Tuition and Fees

All UCF student tuition and fees are published by the Office of Student Accounts. UCF Online students are not required to submit proof of immunizations. However, all students must submit the Mandatory Immunization Health History form along with the completed waivers for Meningitis and Hepatitis B. Some campus resources and services are supported by student fees that are waived for UCF Online students. Certain services from the Student Government Association and the Office of Student Involvement.

International Students and UCF Online

No presence or travel to the UCF campus is required to complete the programs, so no visa is required. However, due to restrictions from the Department of Treasury’s Office of Foreign Assets Control, UCF’s Webcourse delivery cannot be provided to the following countries. Students who are resident or may be resident in any of these countries during their UCF study should not enroll or begin an academic program at UCF.

UCF is currently accepting applications for nursing programs from individuals who reside in Florida, as well as other member states of the National Council of State Boards of Nursing (NCSBN) nurse-licensure compact.

Changing Majors and Programs

To major in a UCF Online program, students who meet the eligibility requirements may submit a change of major request through MyUCF self-service and they will then be contacted by the UCF Online Connect Center prior to approval of the change. Some majors may require the assistance of an academic advisor in your college. A change of major request must be submitted no later than three business days in advance of classes starting for the fee waivers effective to be applied in that given term or term sub-session.

UCF Online students may convert to a campus-based undergraduate major. UCF Online students may change from one UCF Online major to another and may declare and earn an online undergraduate certificate. A UCF Online student may not add a campus-based second major or earn a campus-based undergraduate certificate unless they change out of UCF Online completely.

New admits and students in their first term at UCF can follow the Change of Major process to opt-in to UCF Online without needing to submit an eligibility petition. The request to opt-in can be made any time before the Wednesday prior to the start of their second term, as outlined in the Academic Calendar. Subsequent Terms: Starting from the second term, students must follow the traditional petition guidelines to appeal ineligibility.

Petition Eligibility Guidelines: Students who need to petition to opt-in to UCF Online after their first term due to extenuating circumstances must complete the UCF Online Petition Form, which includes providing a statement of purpose explaining their circumstances. Students must also submit documentation supporting the extenuating circumstances prohibiting in-person attendance on the main campus.

Fully online students who wish to opt-out of UCF Online must submit a formal request via the Change of Major process. The request will be reviewed, and students will be notified of the decision within a specified timeframe. Opting out of UCF Online may affect a student’s course schedule and financial aid status.

UCF Online graduate students may initiate a program track change within an online program with their graduate program advising staff. UCF Online students who wish to add an online certificate program, or change to an alternate online degree program, must apply and be accepted. Graduate students may not be simultaneously active in a UCF Online program and a campus-based program. UCF Online students may convert to a campus-based version of their graduate program.

Campus-based students may continue to take online courses and complete UCF Online programs, but will be subject to all campus-based fees. A UCF Online student may not add a campus-based graduate certificate program unless they change out of UCF Online completely.

HIP (High-Impact Practices) Designations

UCF also utilizes HIP (High-Impact Practices) designations. There is no official cap for HIP-designated courses. However, instructors submitting large-enrollment courses must explain how the course will be supported (for example, with GTAs or other resources) to ensure the HIP experience is implemented and that students receive meaningful feedback throughout the semester. Final grades and a portion of the feedback must still come from the instructor. HIP-designated courses may include graduate and undergraduate TAs. Only faculty with a permanent appointment at UCF may submit courses for HIP designation. Research-Intensive HIP courses must be taught by content experts with a terminal degree and/or a permanent appointment at UCF.

Independent undergraduate research course credits (e.g., thesis hours or 4912) are not eligible for a designation, because they are generated individually and fall outside the traditional curriculum. In rare instances, study abroad and internships may receive a HIP course designation, though study abroad is not eligible for the Global Learning designation.

HIP designations are re-reviewed every five years through a brief update process. This review allows the HIP Steering Committee to learn about course changes, improvements, and lessons learned, and to verify that the course continues to meet designation standards.

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