Teaching formats
From the academic year 2018/2019, clarification of teaching formats is now mandatory in the course descriptions.
Thus all teachers must provide one of the following teaching formats as part of their course description:
- Face-to-face teaching
- Blended learning
- Online teaching
In case of questions or doubts
Feel free to contact Teaching & Learning’s e-learning consultants:
Ulla Bergen, 3815 2782
Thomas Rousing, 3815 2228
tl@cbs.dk
The 3 Teaching formats
The guide below visualizes the differences between the three teaching formats,
in order to ease the work categorizing the courses for both Study Boards and Course Coordinators.
Face-to-face teaching
- Face-to face teaching
- Classroom/on campus based
- Possible use of online materials and tools
Face-to-face teaching takes place on campus. A minor part of the teaching can take place online but not a substantial part of the teaching and learning activity in total.
Blended Learning
- A combination of face-to-face and online teaching, which is pedagogically valuable
- A substantial part of the teaching and learning process takes part online
- Classroom/on campus based plus virtual classroom
- Online modules on CBS Learn
Blended learning is a pedagogical valuable combination of face-to-face teaching and online teaching. The Study Board decides whether a course can be defined as a blended learning course or not.
Blended learning can both be a course where online elements replace or supplement face-to-face teaching and a course where face-to-face teaching replace or supplement online teaching.
Examples on online elements: videoes, quizzes, discussion forums, online peer assessments, MyEconLab
Online teaching
- Online teaching
- Virtual classroom
- Few activities at campus may occur
Online teaching takes place outside the physical classroom and students normally do not meet the lecturer and fellow students face-to-face. Few activities may though take place as face-to-face teaching – such as an introductory lecture or Q&A session at the end of the course.
