Blended courses and the comparison problem
Compare complete learning arrangements, including access and feedback, rather than delivery labels alone.
Name the arrangement precisely
A blended course combines in-person and online work. Synchronous and asynchronous describe timing, not whether a course is online. A blended course can contain both. When a program uses terms such as hybrid or HyFlex, read its actual attendance and participation rules rather than inferring them from the label.
Recorded material can have a supporting role
The inspected UBC syllabus combines in-person tests with discussion posts, reading quizzes and recorded material for revision. It should not be described as fully asynchronous. The New Caledonia listing has online and classroom locations but an unknown delivery field; that is not enough to assign a timing category.
What else differs?
Modality comparisons may also differ in teachers, student selection, class size, assessment security and course maturity. Emergency moves online should be distinguished from planned online design. Two broad syntheses arriving at different small effects are a reason to inspect their comparisons, not select the preferred headline.
Choose what each part does
Editorial planning questions: Which work needs immediate dialogue? Which requires sustained reading? Where will students get feedback? Is every student required to use paid tools or high-bandwidth video? What is the equivalent route when technology fails? Keep the intended outcome and criterion consistent even when participation differs.