Best Practices

Teaching HyFlex can be quite a bit different than in person, online, or remote, even though it has elements of each. Because you are trying to do all those at once, it can take some getting used to, both for you and the students!

Below are some tips and advice we compiled to help. Click each section to expand it and see the relevant suggestions.

The Physical space

  • Visit your classroom well before the first day of class. This lets you become familiar with the technology and the layout.

  • If in-person students are connecting to Zoom, they should mute their speakers or use a headset to avoid feedback.

  • Stay close to the microphone to ensure remote students can hear you.

  • Practice looking into the camera (not the monitor/TV) when addressing remote students.

Communicating outside of class

  • Create an email and/or a D2L News item before first day of class, explaining what HyFlex is and how the class will work. Also, help them identify which mode they are signed up for (remote vs. in person).

  • Remind students frequently about how and when assignments are due and how to interact with course content and other students.

  • Use D2L News items to repeat information or changes to assignments that you tell students in class. Remote students may not have heard, and all students can use the extra reminder.

  • Set Due Dates for assignments and set them to show up in each student's calendar.

  • Set up the Work to Do widget so students can see upcoming and overdue work.

Using Zoom effectively

  • Have remote students stay muted until asking or answering questions.

  • Be careful sharing “Screen” (PC) or “Desktop” (Mac) in Zoom since it will show all open applications, incoming emails, open grades, etc.

  • Set up recording consent disclaimers if recording the Zoom video, and get verbal consent from in-person students, or let them choose to be out of the camera frame.

  • Ask all students to say their name when asking a question, so that everyone can easily identify them. It will also help build community in the classroom.

  • Repeat in-person questions for remote students and vice versa.

Engagement

  • Use annotation tools (Zoom Annotation, Google Docs, Padlet) to focus attention on specific elements

  • Be specific about what small groups should be doing during discussion (both remote and in person)

  • Consider giving students specific roles in their group discussion:

      • Leader

      • Recorder

      • Supporter

      • Devil's Advocate

      • Timekeeper

  • Set a specific time limit and consider an on-screen timer to add urgency and focus

  • Always ask remote groups to share their findings and questions after discussion

Pre-class planning

  • Think of designing an online course first and then adding in synchronous elements, instead of the other way around.

  • Questions to ask to ensure your course is accessible:

    • Will there be live captions?

    • Will there be audio description of images for students with visual impairment?

    • What about students who are given extra time on tests and quizzes?

    • Will students be allowed to record the class? Will you, the instructor, record it?