Multimodal Instruction, the New Hybrid: A Student-Centered Approach to Blended Learning

Authors

  • Benjamin R. Malczyk University of Nebraska at Kearney

DOI:

https://doi.org/10.18666/JNEL-2018-V8-I1-8347

Keywords:

online education, hybrid, blended, student-centered

Abstract

Innovative approaches and modalities of instruction in online teaching and learning have had major implications in higher education including nonprofit education. This article proposes a new form of blended learning not yet described in the literature called multimodal instruction. Multimodal instruction provides students with the autonomy to dictate their own terms of a blended course. Students in a multimodal course choose on a weekly basis whether to participate in learning activities synchronously online, asynchronously online, or face-to-face. The article identifies how multi-modal instruction aligns with current trends in higher education that are also affecting nonprofit education. The article presents a case study illustration of how multimodal instruction can be applied. The article concludes with a discussion on the implications of multimodal instruction for students, faculty, and institutions. Subscribe to JNEL

Author Biography

Benjamin R. Malczyk, University of Nebraska at Kearney

Assistant Professor of Social Work

Published

2017-12-28

Issue

Section

Multimedia in Nonprofit