Online teaching

Online, blended and face to face teaching

Which tools best support engagement for online, blended and face to face teaching?

Contact the Digital Learning team for help, support and advice for any digital learning tool or task.

What are the differing delivery formats?

Online, blended and face-to-face are delivery modes which refer to the environment that students receive information and learn in.

Most students at Warwick study face-to-face with some blended components for example, learning materials, practical course information, or assessment activities found online.

Some courses or modules will have a larger digital component than others, and this may be embedded synchronously or asynchronously. Some courses or modules are fully online, meaning students learn at distance and do not need to visit the campus to study.

Why should I consider using different delivery modes?

Different delivery modes are suitable for different scenarios and learners' needs. For example, fully online delivery is appropriate for learners spread across multiple locations and time-zones studying at distance, while face-to-face delivery is more appropriate for subjects which require in-person interaction or physical tasks which could not be replicated online.

Engagement led learning design

By designing Moodle content and online learning experiences specifically for digital engagement, students are more likely to interact meaningfully. A targeted, carefully designed approach leads to a more responsive and engaging learning experience overall.

Supporting flexible and inclusive learning

Using lecture capture and sharing content effectively through Moodle and online platforms supports flexible learning. It allows students to revisit material at their own pace, helping meet diverse learning needs and reinforcing understanding beyond live sessions.

Expanding access to learning

Online and hybrid delivery extend access to students unable to attend in person, including those with distance or scheduling constraints. Providing flexible, multi-format learning materials broadens participation, enabling more students to engage with courses who might otherwise be excluded.

Padlet break out rooms

Using tools for online discussions and breakout rooms help to bridge the gap between synchronous and asynchronous learning, allowing students to start a task during a live online session and continue collaborating on it independently later.

Breakout rooms can provide a structured, interactive space to share ideas and focus discussion in real-time and record for subsequent revision. They provide a forum for everyone to share their thoughts, especially those who may otherwise be quieter or feel less comfortable speaking.

Use feature to provide a unique way to share, interact and create content within a group. It allows you to create focused, smaller team groups for specific tasks or discussions, enhancing collaboration and productivity in workshops or meetings.

Groups of users can contribute simultaneously and build on each others ideas instantly. Facilitators can view all breakout rooms at once, jump into any group, leave comments, or guide discussion.

At the conclusion of the activity, groups can view other breakout rooms, compare answers and identify similarities or differences, broadening the understanding of the topic.

How to create breakout groups on Padlet

How should I approach different delivery modes?

Consider the student experience across each delivery mode. Reflect on how learners engage with different content - would an hour long video without breaks or interaction maintain attention? In face-to-face sessions, consider how technology can enhance engagement and extend learning beyond the classroom. Effective use of digital tools is not about adding more technology, but using tools in the right way to enrich the student experience.

Designing for engagement

Different delivery modes benefit from different types of digital interaction. When considering your teaching mode and the digital tools you can use, consider what does this teaching mode need - interaction, reflection, structure, or flexibility?

Moodle

Moodle is a key tool in teaching delivery and is suited to all modes of learning. It can be used for structured content, resources, and activities. A blended module could use Moodle to host weekly materials, quizzes, and discussion forums alongside in-person seminars. Students can access recorded lectures through Moodle to catch up or recap their learning.

Vevox

Vevox suits all modes of learning and supports real-time interaction and active participation, for example using live polls in lectures to check understanding or spark discussion. Insert anonymous live polls or word clouds in a lecture to run instant knowledge checks or use the moderated Q&A feature to allow students to submit questions without the pressure of speaking in front of a large cohort.

Padlet

Padlet is well suited to online and blended learning. It encourages collaborative input and reflection, for example encouraging students to post ideas before a seminar to prepare for discussion and providing a space to continue the conversation after a session.

Supporting accessible learning for all

These tools and methods support accessible, inclusive teaching across online, blended, and in-person contexts.

Structuring content

Long, uninterrupted lectures can be difficult for students to engage with, particularly for those with attention, cognitive processing, or accessibility needs. Breaking content into smaller, manageable segments enhances both comprehension and flexibility.

Chunk learning content into shorter sections (e.g. 10鈥�15 minutes)
Use clear headings and learning outcomes to guide navigation
Provide multiple formats (video, text summaries, visuals, podcasts)

H5P

H5P is a powerful tool for creating interactive and accessible learning materials.

Segment long lectures into shorter, structured learning units
Embed interactive elements such as quizzes, reflection prompts, and checkpoints within videos
Enable active learning, encouraging students to engage rather than passively consume content
Reuse existing recordings by uploading previously recorded videos and enhancing them鈥攅liminating the need to re-record material
Integrates seamlessly with Moodle, but can also be used independently

This approach supports diverse learners by allowing them to control the pace of their learning and revisit challenging concepts.

Lecture Capture

Recording of lectures plays a central role in enabling effective blended learning by bridging the gap between in-person teaching and online engagement.

Lecture capture allows face-to-face teaching to be revisited asynchronously:

Students can review key concepts at their own pace
Complex ideas can be revisited, supporting deeper understanding and retention
Learners who miss sessions (e.g. due to illness or caring responsibilities) can remain engaged with the course

This ensures that in-person teaching is not a one-time experience but part of an ongoing learning process, and supports a flipped or semi-flipped approach, where core content is revisited online and applied in person.

Lecture capture also supports students with disabilities, neurodivergence, or language barriers and when captions or transcripts are available, improves accessibility and inclusivity.

EchoVideo recordings can be integrated into Moodle, enhanced using H5P to add interactive elements as well as linked to Padlet discussions and Vevox activities, creating a cohesive learning experience across online and in-person enviroments.

Building community and collaboration

A strong sense of community is essential for effective learning, particularly in online and blended environments where students may otherwise feel isolated. Designing opportunities for interaction, collaboration, and shared knowledge construction helps foster belonging, improves engagement, and enhances learning outcomes.

To achieve this in your teaching, embed opportunities for both synchronous and asynchronous interaction, supported by a range of digital tools.

Padlet

Padlet provides an accessible platform for shared contributions and collaborative knowledge building.

Enables students to post ideas on a shared digital wall, reflections, and resources in one shared space
Supports asynchronous participation, allowing time for thoughtful engagement
Encourages peer interaction through comments and responses
Can be used for icebreakers, brainstorming, group work, or feedback activities

Vevox

Vevox facilitates real-time interaction, helping to create dynamic and participatory learning environments.

Supports live polling, quizzes, word clouds and Q&A sessions
Encourages active engagement during teaching sessions
Offers anonymous participation, reducing barriers for less confident students
Can be used in in-person teaching, online sessions, or hybrid delivery via Moodle or Microsoft Teams

Miro

Miro is a collaborative digital whiteboard that enables real-time and asynchronous interaction, supporting engaging, multimedia-rich learning activities.

Real-time and asynchronous collaboration between students and teachers
Supports brainstorming, mind mapping, and project planning
Ideal for group work and interactive lessons
Integrates multimedia resources such as videos, images, and documents
Creates a dynamic and engaging learning environment

Collaboration

Structured discussion forums remain a cornerstone of online community building.

Moodle Annoucements and Forums: Supports structured, asynchronous discussions and messaging, enabling students to engage in reflective dialogue and peer interaction across fully online, blended, and face-to-face courses.
Microsoft Teams: Enables real-time and ongoing collaboration through chat, meetings, and shared workspaces, supporting group work and communication in online, hybrid, and in-person teaching contexts.

Bespoke advice

Collaborate with Academic Technologists and the Digital Learning team to explore, test, and develop blended teaching methods and tools tailored to your teaching context.

Digital Learning tools

The following list of digital tools can support different modes of teaching. Some approaches to using these are mentioned above. If you think that one of these might work to support you with this but would like to discuss this with us, please get in touch.

Moodle

Moodle is Warwick鈥檚 Virtual Learning Environment (VLE) - a web鈥慴ased platform used to support teaching, learning, and assessment across the University.

Moodle supports online, blended, and face-to-face teaching by providing a central, consistent space where learning materials, activities, and communication can be managed. In online settings, it enables the delivery of structured content, interactive activities, and assessments. In face-to-face teaching, it complements in-class sessions by hosting resources, extending discussion through forums, and supporting formative assessment.

For blended learning, Moodle seamlessly connects in-person and online components, allowing students to engage with materials before, during, and after sessions, ensuring continuity and a cohesive learning experience across all teaching modes.

Useful information

Vevox

Vevox is Warwick鈥檚 centrally supported audience engagement tool, used to make teaching more interactive through live polling, quizzes, Q&A and surveys. It is easy to use in online, in鈥憄erson, and hybrid settings, and students can take part from any device without needing an account.

Vevox supports online, blended, and face-to-face teaching by enabling real-time interaction and engagement across all delivery modes. In online sessions, it facilitates participation through live polls, quizzes, and Q&A integrated into platforms like MS Teams. In face-to-face settings, it enhances in-room engagement by allowing students to respond instantly via their own devices.

For blended and hybrid teaching, Vevox bridges the gap between in-person and remote learners, creating an inclusive and interactive experience where all students can contribute, regardless of how they attend.

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Echo360

Echo360, known at Warwick as EchoVideo, is the University鈥檚 lecture capture and video learning platform. It provides students with access to recorded lectures, interactive video tools, and a personal media library for uploading their own video content. Recordings are captured on campus and made available through Moodle.

Echo360 supports online, blended, and face-to-face teaching by providing flexible access to recorded and interactive video content. In online settings, it enables students to engage with lectures and supplementary recordings at their own pace, supported by tools such as transcripts and notes. In face-to-face teaching, it reinforces in-class learning by allowing students to revisit key concepts and reflect on sessions. For blended delivery, Echo360 connects in-person and online experiences by integrating recordings into Moodle, supporting continuity, revision, and deeper engagement across all teaching modes.

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Padlet

Padlet is an online collaborative noticeboard and digital canvas used at Warwick to support interactive learning, discussion, and idea-sharing. It allows staff and students to post text, images, videos, links, and other media in real time, with contributions anonymous by default to encourage participation.

Padlet offers a flexible space for real-time and asynchronous collaboration across all modes of teaching. In online settings, it enables students to share ideas, resources, and responses through structured digital boards. In face-to-face teaching, it enhances in-session interaction by allowing instant contributions and visual idea-sharing via student devices. For blended learning, Padlet connects in-person and independent study by supporting ongoing discussion, collaborative activities, and the sharing of multimedia content across different teaching contexts.

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Rapidmooc

Rapidmooc is Warwick鈥檚 self鈥憇ervice video recording studio, designed to make it easy for staff and postgraduate research students to create high鈥憅uality videos, presentations, interviews, and teaching content.

Studios are located across campus and are equipped with professional lighting, cameras, microphones, and a green鈥憇creen setup, allowing you to record polished videos with your slides or other media seamlessly displayed behind or beside you.

Rapidmooc supports teaching by enabling the creation of high-quality video content that can be used across different delivery modes. In online settings, recorded videos can provide core teaching material, demonstrations, or introductions that students can access at any time. In face-to-face teaching, videos can enhance sessions by supporting flipped learning or reinforcing key concepts. For blended approaches, Rapidmooc content can be integrated into platforms like Echo360 and Moodle, helping to connect in-person and online learning through engaging, media-rich resources.

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Podcasting

Podcasting is a powerful tool for both creators and listeners. Audio can offer a more personal and engaging experience than text alone, and is particularly effective for reflective tasks, interviews, storytelling, and delivering clear, structured explanations.

Digital Learning and Audio Visual Services have collaborated to set up a podcasting station within our Rapidmooc Studio in Westwood. We can offer support and guidance on scripting, recording techniques, microphones, and accessibility best practice to improve sound quality and learning impact.

Podcasting supports online, blended, and face-to-face teaching by providing a flexible and accessible way to deliver audio-based learning content. In online settings, podcasts can be used to present lectures, discussions, or reflective prompts that students can engage with asynchronously. In face-to-face teaching, they can complement in-class activities by reinforcing key concepts or introducing topics in advance. For blended learning, podcasting connects in-person and independent study by offering students a portable, on-demand resource that supports continued engagement and accommodates diverse learning needs.

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Research and case studies

Explore research and case studies that demonstrate how different modes of delivery can be used effectively to enhance teaching and learning, supported by evidence and real-word examples.

Overview

Current research demonstrates that face-to-face (F2F) instruction remains uniquely effective for fostering direct interaction, social-physical presence, and immediate feedback, which are vital for maintaining student motivation and accountability (Harper, McCormick et al, 2024, Ishtiaq 2024, Pham 2025, Mileti膰 & Trifunovi膰 2025). While meta-analyses and recent comparative studies often find no statistically significant difference in overall learning outcomes or academic performance between F2F and online modes, perceptions of effectiveness vary widely by role and context (Callimaci & Fortin 2025). Many educators favor the traditional classroom for its structured environment and the ability to read non-verbal cues, whereas students frequently value online learning for its flexibility, accessibility, and time-saving benefits (Atwa, El-din et al 2024, Jayawardena, Kahandawa, et al, 2024), although this is complicated in some studies by students stating in interviews that they prefer face-to-face learning.

However, purely virtual models, especially synchronous videoconferencing, frequently encounter challenges such as technical issues, reduced social interaction, and increased distractions, which can lead to higher levels of student anxiety and disengagement compared to other formats (Atwa, El-din et al 2024, Ishtiiaq, Shahid et al. 2024, Mileti膰, Maksimovi膰 et al. 2025).

Blended learning is increasingly identified as the most favoured pedagogical approach because it strategically integrates the digital flexibility of online tools with the essential human connection of in-person settings (Harper, McCormick et al, 2024, Jayawardena, Kahandawa, et al, 2024, Qaem & Alasmari 2025). Research indicates that hybrid models鈥攕pecifically those combining asynchronous online lectures with on-campus tutorials or practical labs鈥攅nhance student engagement and lead to a deeper understanding of course material than purely virtual instruction (Harper, McCormick et al, 2024, Jayawardena, Kahandawa, et al, 2024, Qaem & Alasmari 2025).

The effectiveness of these approaches depends heavily on purposeful pedagogical alignment rather than merely using technology as a delivery vehicle; successful strategies involve managing extraneous cognitive load through well-designed materials while maintaining a strong teacher presence (Callimaci & Fortin 2025). To maximize the efficacy of these diverse models in the post-pandemic landscape, current findings emphasize the necessity of comprehensive digital literacy training and robust institutional support for both faculty and students (Atwa, El-din et al 2024, Jayawardena, Kahandawa, et al, 2024, Mileti膰, Maksimovi膰 et al. 2025).

Academic papers

Ishtiaq, M., Shahid, S. H., Khan, M. A., Aysha, S. & Sultan, A. Face-to-face Vs. Online Learning: Differences and Challenges in Communication. FWU Journal of Social Sciences, Spring 2024, Vol.18, No.1, 16-30 DOI:

Mileti膰, D., Maksimovi膰, J., & Trifunovi膰, N. (2025). Online vs. Face-to-Face Teaching: Advantages and Challenges from Students鈥� Perspective, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(3), 667-679

Shurong Zhao & Rong Gao (2025) Comparing learners鈥� emotional experiences under face-to face, videoconferencing and online learning settings, Educational Studies, 51:5, 1037-1056, DOI: 10.1080/03055698.2024.2405807

Atwa HS, Nasr El-Din WA, Kumar AP, Potu BK, Tayem YI, Al-Ansari AM, Deifalla AS and Shehata MH (2024) Online or face-to-face problem-based learning tutorials? Comparing perceptions and preferences of students and tutors. Front. Educ. 9:1354494

Qasem, F.A.A., Alasmari, M. Navigating educational models: Face-to-face, blended, or online in EMI contexts during crisis and recovery. Educ Inf Technol 30, 16107鈥�16131 (2025).

Antonello Callimaci & Anne Fortin (2026) Comparing face-to-face courses and online courses with 鈥榚nhanced strategic鈥� teacher video presence, Journal of Further and Higher Education, 50:2, 333-355, DOI: 10.1080/0309877X.2025.2600551

Jayawardena, G. Kahandawa, H. Hewawasam, L. Piyathilaka and J. Sul, "Navigating the New Normal: Student Perspectives on Transitioning from Online to Face-to-Face Learning After COVID-19 Lockdowns," 2024 IEEE World Engineering Education Conference (EDUNINE), Guatemala City, Guatemala, 2024, pp. 1-6, doi: 10.1109/EDUNINE60625.2024.10500610.

Fullard, J. Student preferences over module design. Discov Educ 3, 167 (2024). https://doi.org/10.1007/s44217-024-00270-z

Case studies

Harper, C.V., McCormick, L.M. & Marron, L. Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes. Int J Educ Technol High Educ 21, 2 (2024).

Chi Kim Pham (2025) A phenomenographic study of lecturers鈥� perspectives on undergraduate silence in face-to-face and online EFL learning, Cogent Education, 12:1,2562351, DOI: 10.1080/2331186X.2025.2562351

Useful guides

Moodle Activities
Jisc:

天美传媒

What are the differing delivery formats?

Why should I consider using different delivery modes?

Engagement led learning design

Supporting flexible and inclusive learning

Expanding access to learning

Padlet break out rooms

How should I approach different delivery modes?

Digital Learning tools

Research and case studies

Useful guides