Skip to main content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Faculty Hub for Teaching and Learning Across Multiple Modalities: Start Here


As recently announced by the College regarding instruction during Fall 2020, faculty will need to adhere to one of the four class types shared by Academic Affairs (see below). The College provides an array of technologies to support academic activities beyond that of the traditional classroom. We invite you to explore and begin building your own course management plan.

Quality Matters: From Remote Instruction to Online Design Quality

Move Classes Online in 6 Steps

1. Create a more detailed communications plan:
Once you have more details about changes in the class, communicate these details to students, along with more information about how they can contact you (email, online office hours, etc.). A useful communication plan also lets students know how soon they can expect a reply. They will have many questions, so try to figure out how you want to manage that.

2. Check with your department:
Your department may issue more details about the situation and guidelines about their expectations for classes. Administrators may want to have many of the department's classes handled in similar ways, so check with departmental leaders before doing too much planning. Check out the MDC Online Master Course Catalog for a shell of your respective course. 

3. Identify your new expectations for students & review syllabus:
You will have to reconsider some of your expectations for students, including participation, communication, and deadlines. As you think through those changes, keep in mind the impact this situation may have on students' ability to meet those expectations, such as illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.

4. Determine priorities and consider realistic goals for continuing instruction:
Identify your priorities during this disruption—providing lectures, structuring new opportunities for discussion or group work, collecting assignments, etc. What do you think you can realistically accomplish during this time period? Do you think you can maintain your original syllabus and schedule? Do you hope students will keep up with the reading with some assignments to add structure and accountability? How can you keep them engaged with the course content?

5. Pick tools and approaches familiar to you and your students:
Try to rely on tools and workflows that are familiar to you and your students, and roll out new tools only when absolutely necessary. If a closure is caused by a local crisis, it may be already taxing everyone's mental and emotional energy; introducing a lot of new tools and approaches may leave even less energy and attention for learning.

6. Checkout resources and seek support that will enrich your remote teaching experience

Adapted with permission from "Keep Teaching" content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License by the Trustees of Indiana University .

Additional Reading

What is My Class Type?

Students WILL be required to attend class on campus.

Face-to-Face (F2F)

Face-to-face classes are classes that use face-to-face, on campus delivery. Face-to-face classes are also referred to as in-person.

100% Synchronous and On Campus

Students MAY be required to attend class on campus if conditions allow.


Blended classes are classes that use a combination of face-to-face and online delivery. Blended classes are sometimes referred to as hybrid classes.

F2F Portion is Synchronous

Online Portion is Synchronous or Asynchronous

Students WILL NOT be required to attend class on campus.

MDC Online

MDC Online classes are classes that use BlackBoard online delivery.

100% Asynchronous and Remote

Remote Learning

Remote Learning classes are classes that use online or remote delivery.

100% Remote

Synchronous or Asynchronous


Definition of Terms


Courses designated as In Person, or Face-to-Face, will start and remain on campus throughout the term.

Graphic with definition of blended courses.Blended classes will start remotely September 1st.  Blended classes will begin on campus starting September 28th, pending improved conditions and a decision by the College.  Below is the definition of Blended Courses from the UFMDC agreement:

Section I. Definition
Blended courses are courses that use a combination of face-to-face and online delivery. In
accordance with Florida Department of Education definition of “hybrid blended” courses,
a minimum of 30 percent and maximum of 79 percent of the direct instruction of the course
is facilitated and delivered using technology where the instructor and student are separated
by time, space or both. Courses of two credits or more may be scheduled as blended

Source: UFMDC Agreement, page 88

Note: Blended courses have the option of using the MDC Online Master Course content, if it is available the MDC Online Master Course Catalog organization in Blackboard.  Please see the list of courses and agreement for use in the MDC Online 2207 Master Course Catalog.


Classes offered by MDC Online will begin and remain online throughout the term.


Faculty who have submitted documentation to HR and received approval will have their classes designated as Remote LearningRemote Learning classes will begin and remain remote throughout the term.

Note: Remote Learning classes have the option of using the MDC Online Master Course content, if it is available the MDC Online Master Course Catalog organization in Blackboard.  Please see the list of courses and agreement for use in the MDC Online 2207 Master Course Catalog.


Synchronous instruction is instruction that occurs with both the faculty and students present at the same time.  In online environments, web conferencing tools such as Blackboard Collaborate are used.


Asynchronous instruction is instruction that occurs at different times.  The faculty and students do not have to be present at the same time.  Recorded videos and discussion boards are examples of asynchronous instruction.


The college is using the term Remote Learning for fall to designate a group of classes taught by faculty who have been approved to teach remotely for the entire term. At Miami Dade College, online classes are offered through MDC Online. MDC Online classes are designed by a faculty developer and an instructional designer for online delivery.

Generally, remote instruction refers to teaching and learning that takes place in a way that does not involve faculty and students gathering together in the same geographic location. It may include asynchronous and/or synchronous faculty-to-student engagement; however, the goal should be to support active learning and meaningful engagement while leveraging similar activities that align with the College’s learning outcomes. 

While the College provides access to, training on and support for many tools that facilitate remote instruction, faculty are not required to use any particular tool to connect with students remotely and deliver course materials. CIOL is offering many webinars on the different tools available to MDC faculty. For more information on training options and schedule, log on to Click on the "Learning Dashboard" Tab, and then click on "Find Learning."


ACUE's Online Teaching Toolkit


To support instructors needing to make a quick transition to utilizing an online environment, ACUE is offering resources and recommendations that can be immediately put to use by instructors, to benefit both faculty and their students.

These resources are divided into six key topic areas for teaching remotely: