This study analyzes a 5-week interdisciplinary summer course designed to serve synchronous face-to-face learners and asynchronous online learners. The online option was first offered in 2020 due to the COVID-19 pandemic. During the course, students explored coastal ecosystem flora and fauna, analyzed local environmental issues, and used these experiences to develop web-based products that feature K-12 integrated lesson plans. The authors collected pre- and post-reflection data from students spanning 2020-2024 and have developed three research questions: (1) Does students' knowledge of science content change when placed in an outdoor face-to-face vs asynchronous online setting? (2) Does students' knowledge of instructional pedagogy change when placed in an outdoor face-to-face vs asynchronous online setting? (3) What qualities and characteristics are more pronounced in student perceptions of outdoor face-to-face vs asynchronous online learning modalities? While there are differences in science content knowledge and instructional pedagogy between face-to-face and asynchronous students, the authors assert that offering both modalities provides students with academic opportunities and perspectives. Based on this data and their own experiences, the authors share a collaborative model that benefits student learning and faculty instructional design when converging modalities, including integrating new mobile technologies.