Institutional Categories Matter: Balancing Synchronous and Asynchronous Instruction in Both Online and Onground Environments
Abstract: Educators have long recognized the social nature of the learning (e.g., Dewey, Vygotsky, Bandura), yet instructors struggle to enhance group work within the classroom (Kise, 2014). Most higher education institutions define four categories of course delivery: face-to-face, web-enhanced, blended and fully online. Unfortunately, these categories are problematic because there are two dimensions to blended delivery not reflected in these categories: 1) “onground” vs. “online”; and 2) “synchronous” vs. “asynchronous”. Institutional categories shape perception; faculty, students, and administrators enact these categories in transformational ways. This paper suggests a new taxonomy based on empirical research from one institution, using “Micro-level Theory of Institutionalization” (Powell & Colyvas, 2008). This taxonomy will help meet student needs more fully by balancing interpersonal interactions (both asynchronous and synchronous) and individual reflection in the classroom.