About Remote Teaching
Remote teaching can occur in many different ways. You are supporting learning in an online environment, not necessarily designing and delivering an online course. The primary goal is to remain the caring and supportive educator you were in the classroom. If you maintain the connection everything else is logistics and the CTL, your Department Chair, and your colleagues can help you with logistics.
Like any teaching, you should decide upon your instructional approach, i.e. how are you going to teach and ensure students are learning. There are two main approaches:
If you have questions or concerns about using these methods contact your Department Chair or Program Director. Contact the Center for Teaching and Learning for pedagogical and technology support.
Like any teaching, you should decide upon your instructional approach, i.e. how are you going to teach and ensure students are learning. There are two main approaches:
- Online synchronous lecture supported by asynchronous online resources - RECOMMENDED for continuity
- Completely asynchronous online class
If you have questions or concerns about using these methods contact your Department Chair or Program Director. Contact the Center for Teaching and Learning for pedagogical and technology support.
Transitioning Your Teaching and Learning Plan
There are lots of things to consider in a transition to a remote teaching environment. Think through these questions before jumping into the work so you have a plan. But be flexible as things are rapidly evolving. Consider the following:
- What would you be teaching in-person in the coming week? Two weeks? Three weeks? Remainder of the semester?
- What components of instruction can easily transfer online?
- What might need to be modified or adapted, e.g. performances, speeches, labs, etc.?
- Are there some class activities, assessments, etc. that cannot be online at all because of national standards, accreditation, or compliance regulations?
- If so, set a meeting to talk to your Department Chair and Dean to discuss options.
- What parts require more technology to accomplish?
- Do you have a strategy to use that technology?
- What will be your preferred means of communication (if you have one)?
- Will you have students email you via Maricopa mail or use the built-in LMS messaging?
- Will you regularly post announcements and/or use messages? How often?
- What will be your communication response time (i.e. will you respond to emails the same day, the next day, ?)
- How will you maintain community?
- What technology support and hardware do you need to be successful?
- Do you have a plan to get access to what you need?
Managing a Remote Teaching Environment
- Be kind to yourself and your students. Please have compassion for yourself and your students during the next couple of months. You did not plan to instantly become a fully online instructor and your students did not plan to be a fully online student but compassion will go a long way to ensure we are all successful.
- We recommend you contact your students at least twice before classes resume on March 23. Be clear with your instructions on how you will use Canvas and/or other tools for instruction and class management. On the day of the first remote class, send a reminder email or message to ensure all students received the instructions. Remind students about setting their personal notifications in Canvas and SIS.
- Identify all of the hardware and download tools you plan to use and ensure they work on multiple devices in case one of your devices malfunctions during instruction. If you need hardware resources to support remote teaching (e.g. a webcam) contact your department chair for on-campus tools, check-out, or purchase options.
- Decide where you are going to teach and practice. Test out your equipment and internet speed at your planned teaching location with colleagues and solicit their feedback. You need to be flexible, so adapt as necessary.
- Maintain class synchronous meetings on a day or time that your class normally meets. Do not change the dates/times or extend class time beyond scheduled hours. We need to collectively maintain the schedule students signed-up for.
- Minimize changes to the
- syllabus, grading structure, or expectations of the course unless they are absolutely necessary (i.e. you should not have students engage in activities that put them at individual risk);
- deadlines for assignments or test dates unless absolutely necessary (e.g. adjust for the week of missed class);
- overall workload (try to maintain the class load but don’t worry if you lose synchronous class time due to a technology problem)
- Reach out individually to students who were previously attending on-campus classes but are missing virtual classes. This may be a sign they are experiencing accessibility or other challenges.
- Ask your students how you can help them during the transition. Students may have additional challenges that amplify during times of stress or uncertainty.
- be helpful and direct them to advising, counseling, or any other student support services if needed.
- address expressed student needs (e.g., advising, counseling services, financial aid, etc.) that fall outside your immediate duties as a teacher.
- Keep your course accessible. If you have questions about making your remote instruction accessible or about accommodations for students with disabilities, please contact the Disability Services Office.