The Replacement Model

• Reduces the number of in-class meetings but does not eliminate all in-class meetings.
• Replaces (rather than supplements) some in-class time with online, interactive learning activities.
• Gives careful consideration to why (and how often) classes need to meet face-to-face.
• Assumes that certain activities can be better accomplished online--individually or in small groups--than in a face-to-face class.
• May keep remaining in-class activities more or less the same.
• May make significant changes in remaining in-class meetings.
• May schedule out-of-class activities in 24*7 computer labs or totally online so that students can participate anytime, anywhere.

Examples that Substitute Out-of-Class Activities for Some In-Class Time and Do Not Change In-Class Activities

• Reduce lectures from 3 to 1 per week (keeping 1 lecture the same) and change 2 recitation sections to 2 computer-studio labs, where students work individually and collaboratively on computer-based activities. Students are tested on assigned readings and homework using Readiness Assessment Tests (RATs) 5-7 times during the term for 30% of their grade. Students prepare outside of class by reading the textbook, completing assignments, and using Web-based resources. Students take the tests individually and then immediately in groups of four. RATs motivate students to keep on top of the course material and enable faculty to detect areas in which students are not grasping the concepts.

Penn State University: Elementary Statistics

• Reduce lectures from 2 to 1 per week (keeping 1 lecture the same) and reduce discussion sessions from 2 to 1 per week. Substitute Web-based tutorial modules that lead students through a topic in 6 to 10 interactive pages. Then, a debriefing section includes questions that test whether the student has mastered the content. Diagnostic feedback points out why an incorrect response is not appropriate. Students can link directly from a difficult problem to additional tutorials that help them learn the concepts.

University of Wisconsin-Madison: General Chemistry

Examples that Substitute Out-of-Class Activities for Some In-Class Time and Change In-Class Activities

• Spanish: Reduce class-meeting times from 3 to 2 per week. Move grammar instruction, practice exercises, testing, writing, and small-group activities focused on oral communication to the online environment. Use in-class time for developing and practicing oral communication skills.

University of Tennessee–Knoxville: Intermediate Spanish Transition

Portland State University: Introductory Spanish

• English composition: Reduce class-meeting times from 3 to 1 per week and substitute 2 workshops. Use online resources to provide diagnostic assessments resulting in individualized learning plans; interactive tutorials in grammar, mechanics, reading comprehension, and basic research skills; and discussion boards to facilitate the development of learning communities. Use in-class time to work on writing activities.

Tallahassee Community College: College Composition

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