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

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