Asynchronous vs Synchronous

Asynchronous

Classes do not meet during regularly scheduled hours.

Pros

• True to online classes. Harness the power of a LMS to deliver content and assessment

• Convenient and flexible access

• More accessible than remote synchronous facilitation in an inconsistent environment of internet and access

Synchronous

Live classes held during regularly scheduled hours

Pros

• Closest to replicating an in-person class

• Personal interactions

Managing a Zoom Classroom

Before class

• Clear directions

• Consider letting them enter the room before hand to test their equipment

Starting class

• Share your screen with a slide that welcomes students

• Remind students of Zoom etiquette

Student roles

• Technology Troubleshooter - helps others with their tech

• Chat Monitor - watches chat window for questions

• Note Taker - types closed captions

  • Note Taker’s Note Taker

• Board Historian - takes picture of whiteboard

Taking attendance

• Run a report at the end

• Use the chat… remember to save chat!

Record your class

• Students can rewatch

• Let students know that you are recording

After class

• If you haven’t already, make your course materials available on Canvas under the “Modules” sections.

• If recording class sessions, post the recording to Canvas. Post online course content that is aligned with course learning objectives and assessments.

• Assessments need not change all that much between in-person and remote students. Exams and assignments are all possible in Canvas.

• Keep the discussion going using Canvas Discussions, or even a collaborative Google Doc (“anyone with the link can edit”).

• Check-in with all your students regularly to clarify any questions and discussions.

Avoiding Zoom Fatigue

Breaking up the Format

• Breakout rooms

• Share the stage

Supplement with Asynchronous

• Flip the classroom

Learning Design

• Group Work

• Active Learning

Students

Share this student-centric language to help your students succeed

Student success

To be successful in this course...

• attend synchronous sessions

• check the Canvas course shell daily

• read announcements

• read and respond to course email messages as needed

• watch (or re-watch) recorded course content as needed

• complete assignments by the due dates specified

• communicate regularly with your instructor and peers

• create a study and/or assignment schedule to stay on track

• access Saint Anselm Student Resources

Student Help

Canvas

Canvas Support Hotline +1-833-225-1552
Live chat with Canvas Support

Help Desk

Call the Help Desk - 603-222-4295
Email the Help Desk

Zoom

Help with Zoom?

COVID

Covid Response

Stress + Learning

Consciously or not, students will be looking to their instructors to shine lights of sanity and leadership.

Anxiety reduces executive function, which is mostly handled in the frontal lobe of the brain. Reduced executive function leads to a depletion of cognitive capacity, trouble focusing, trouble remembering, irritability, difficulty in making decisions, lowered motivation, and a shorter attention span.

• Self care

• Centering

• Connection

• Inspiration

• Humor

• Predictability

• Pacing

• Flexibility (i.e. drop the lowest grade in a category, allow a certain number of excused due date extensions, allow students to work ahead)

Remote First

1. Plan the remote (synchronous and asynchronous) aspects of your class first. If anything changes throughout the semester, you will be ready. Planning remote-first will make it so you don't have to dole out accommodations constantly due to students needing to be off-campus or miss class.

2. Set the standard that remote students have the “right of way”. It is much harder for them to know when to participate, and it is much easier to acknowledge and come back to your in-person students.

Workshop 1/29/2021

Slides

Recording

Other Resources

ACUE's Online Teaching Toolkit

Toolkit: Teaching and Stress

References

Smith, A. (2019). Toolkit: Teaching and Stress. Arizona State University Retrieved from https://docs.google.com/document/d/1xDXhPQaYwaRUR9pWNeigltZmbDrgJ2Zatifl8dlnQks/edit?usp=sharing

Wolski, L. (2021). Teaching Toolkit: Avoiding Zoom Fatigue. Provost.asu.edu/Remote. https://docs.google.com/document/d/1Xt_CQzeDQkOtW0qWqCLBMxiOn8VP74l1bQ9iut6t5fU/edit