Table 5.

Meta-category: teacher’s role and course relationships

Main category and related strategies	Description
Explicitation_Beginning	Teachers explaining course organizational aspects, objectives, and expectations (asynchronous and synchronous modes) at the beginning of the semester
Explicitation_CourseOrganization	Teachers clearly explain organizational aspects for synchronous and asynchronous modes of blended courses
Explicitation_ExpectationsObjectives	Teachers clearly states course objectives and expectations for synchronous and asynchronous modes
Relationships_TrustFromBeginning	Teachers establishing trusting relationships between students and with the teacher from the beginning of the semester
InitiateRelation_SharingActivities	Use of ice-breaking or sharing activities at the beginning of the semester
PersonalizedContacts	Teacher has personalized contacts with students (use their names, discussions)
PeerSharingDuringSemester	Peer evaluation or other peer-to-peer sharing to enhance relations
Guide_AsyncSync	Teachers guiding students throughout the semester, both synchronously and asynchronously
ExplainGoals	Teachers clearly explain goals of activities
RecallDeadlinesOrOther	Teachers recall deadlines and what to focus on (often asynchronously)
QuestionRealignRelaunch	Teachers relaunch students during activities (questioning, realigning, challenging)
GlobalFeedback	Teachers provide feedback to the whole group of students
IndividualFeedback	Teachers provide individual feedback (text, audio, video)
RecallPresenceAvailability	Teachers explicitly recall their availability and presence to support students
IndividualSupportOnDemand	Teachers provide additional support to students when needed (outside regular contacts)

Boldface: meta-categories and categories of teachers’ strategies

Regular text: teachers’ strategies inside a category

*Sign: a strategy for a specific blended modality or at a specific university level