Before and During Class

Before Class

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This may be your students’ first time being in a remotely taught course. So, consider answering the following questions for them.

  1. What web conferencing software are we using?
  2. Where can I get the link for each class?
  3. Do I need to use headphones? (Highly recommended that you insist on this!)
  4. What are your expectations for how students will behave in class?
    1. Turn on microphones to ask questions? Ask questions in chat?
    2. Leave microphones off unless asking or answering a question? (Highly recommended to improve audio quality, if possible!)
    3. When do you want cameras on? (Always / Only when presenting / Never)
    4. Will you want them to share PowerPoints or other media from their computers? How often? Can they practice first?

During Class

Introduction

The start of class may not get off to the best start. Especially at the beginning of the semester, students will likely have problems getting into the web conferencing software. This is to be expected. However, you should consider adding some extra time into the beginning of your lesson plan to make sure everyone can get there who wants to get there. It is a great time for a beginning of the class review session!

Recording Class

Each of the web conferencing programs allow you to record part of or the whole class session. It is recommended that you do so because technical difficulties may make it impossible for a student to attend class or hear clearly. It is good policy to record these classes for students to be able to view later when they have the opportunity.

You can see an example below about how you might share these videos in Canvas. The way that you do it or how it should look would change depending on your needs and the requirements of the web conferencing software that you use.

A potential setup for showing class recordings in Canvas

Note: If you share class recordings, be careful not to share the recordings outside of the class where they were recorded. Sharing personal student information outside of class would be a FERPA violation.

Sharing

PowerPoint

PowerPoint slides work well to show pictures and text just like you would in class. However, depending on what platform students are using to come to class, it can be difficult to see small text. While it is a good general rule for in-class presentations as well, it is extra important to keep the slides from being text heavy. Bullet points and pictures are fine, but a paragraph will be difficult to read.

Whiteboards

In each of the web conferencing programs, you can share a whiteboard with your students where you can write/draw on the board like you would in class or collaborate with students. An alternative is to share your computer’s desktop and use two programs at the same time. For example, you might have a PowerPoint open where you have discussion prompt questions and a Word document open where you can type notes about points that your class has made regarding those questions. (Just remember that it will become more difficult to see the details on the screen with more programs taking up the screen, especially on smaller devices.)

Computer Audio

When you are sharing audio from your computer (not your voice through the microphone), try to optimize the audio. In Webex Meetings, for example, when you share content, you can change the dropdown menu to “Optimize for Motion and Video” and then share the content that you want to share. There is a similar button in Microsoft Teams which reads “Include System Audio.” This setting will allow the audio from your computer to come through more clearly.

Small Group Discussions

For small group discussions, it is highly recommended that you use Webex Trainings. The breakout groups function allows you to split the class up into smaller teams that will allow students to communicate within each team but not interfere with other groups. Additionally, you can move from one team to another so that you can monitor and interact with them.

Prior to splitting them up into groups, be sure that they know what the time limit is for their meeting and that they know what specifically they should be doing. It can be difficult for them to communicate with you to ask questions that might require an easy raise of their hand in class. So, try to be extra sure that you prepare them for what they need to do and let them ask clarifying questions first.

Asking Questions

Be sure to ask questions often. Depending on how you want them to respond, they might turn on their microphones and answer or type their answers in chat. You might find out that they are having trouble with their sound or they did not understand the content that you were explaining. Either way, ask early and ask often. You might be able to see some of their cameras for confirmation that they understand, but you will not be able to see as many of them as you would in a face-to-face class.

The Socratic Method Links to an external site. can help stimulate discussion and ensure that your students are engaged. Flipping the class Links to an external site. can also help make sure that students are not just sitting in front of their screens spacing out. Get them involved. It is their class, too.

Concluding Thoughts

While remote teaching does have its advantages (and I am not just talking about wearing shorts to work), it is important to remember that there will be technical and real-life difficulties for you and your students when teaching remotely. So, be sure to ask students for feedback about how things are going. Commiserate with them about the difficulties both in and out of class. If possible, work collaboratively with them to figure out a better solution. They may hate the web conferencing software that you so carefully selected. Perhaps one day using another one will convince them that your original choice was best, or it might end up convincing you that the new option is better. Either way, flexibility should be the name of the game.

If you have any specific difficulties, feel free to reach out to  elearningsupport@slcc.edu for more ideas.