Divided course model
This course model is designed to minimize student-instructor ratio and acquaint students with course content before class. This model is designed as a blended course that meets half the students every other week to increase the contact with the instructor and uses a flipped approach to teaching, where students read and watch videos before coming to class to get acquainted with the material.
Once in class, the instructor reviews key ideas and leads students through discussion with prepared questions to uncover and clarify misconceptions. Subsequently, the instructor can use active learning techniques to promote deeper understanding and consolidation of the content (e.g., problem-solving, engaging in group discussions).
In this model, the class is divided into two groups, wherein each group attends the face-to-face class on alternating weeks to decrease the number of students in the face-to-face class.
Alternatives:
- Halve the face-to-face time and meet both groups weekly for only half the scheduled class time.
- Meet the entire class, face-to-face, every two weeks.
This example accounts for approximately 102 hours, which leaves approximately 33 hours for other coursework to be assigned as required by the instructor.
Table: Example weekly schedule for divided course model
| Week | In-class | Out-of-class group A | Out-of-class group B |
| 1 | Whole class meeting
Introduction to course |
Readings or lecture videos and other activities to prepare for module 1 in-class lesson | Readings or lecture videos and other activities to prepare for module 1 in-class lessons. |
| 2 | Module 1
Group A Meeting Discussions, mini-lectures, application activities, problems, etc. |
Working on assignments or other activities as a follow-up to module 1 lesson. | As above. |
| 3 | Module 1
Group B Meeting Discussions, mini-lectures, application activities, problems, etc. |
Readings or lecture videos and other activities to prepare for module 2 in-class lessons. | Working on assignments or other activities as a follow-up to module 1 lesson. |
| 4 | Module 2
Group A Meeting Discussions, mini-lectures, application activities, problems, etc. |
Working on assignments or other activities as a follow-up to module 2 lesson. | Readings or lecture videos and other activities to prepare for module 2 in-class lessons. |
| 5 | Module 2
Group B Meeting Discussions, mini-lectures, application activities, problems, etc. |
Working on midterm assignments, exams projects, etc.
Readings or lecture videos and other activities to prepare for Module 3 in-class lesson |
Working on assignments or other activities as a follow-up to module 2 lesson. |
| 6 | Whole class meeting
Mid-course check-in, review, consolidation, midterm, etc. |
As above. | Working on midterm assignments, exams, projects, etc. |
| 7 | Module 3
Group A Meeting Discussions, mini-lectures, application activities, problems, etc. |
Working on assignments or other activities as a follow-up to module 3 lesson. | Readings or lecture videos and other activities to prepare for module 3 in-class lessons. |
| 8 | Module 3
Group B Meeting Discussions, mini-lectures, application activities, problems, etc. |
Readings or lecture videos and other activities to prepare for Module 4 in-class lessons. | Working on assignments or other activities as a follow-up to module 3 lesson. |
| 9 | Module 4
Group A Meeting Discussions, mini-lectures, application activities, problems, etc. |
Working on assignments or other activities as a follow-up to module 4 lesson. | Readings or lecture videos and other activities to prepare for module 4 in-class lessons. |
| 10 | Module 4
Group B Meeting Discussions, mini-lectures, application activities, problems, etc. (3 hours) |
Working on assignments, exams, projects, etc. | Working on assignments or other activities as a follow-up to module 4 lesson. |
| 11 | Presentations, Group Projects, Assessments, etc. | As above. | Working on assignments, exams, projects, etc. |
