What’s the HyFlex Teaching Model?
The HyFlex Model Explained (16 minute video)
HyFlex Demonstration (17 minute video)
Synchronous vs Asynchronous Teaching
Synchronous teaching is where the teacher is present at the same time as the learner(s). It can take place via online learning through the use of video conferencing and live chat or instant messaging.
Asynchronous online teaching is where teaching materials are posted online, and learners work through them in their own time, communicating with each other and the teacher via discussion boards or forums, or even by email.
How to build rapport when delivering a course remotely
Rapport between Instructors and Students is essential to teaching and learning, whether in-person or remotely. Pre-existing rapport is what helped us get through the end of the Winter 2020 term. Now Instructors are wondering how to build rapport in a remote or online context as we move towards Fall teaching. Here are a few ways you can build rapport when delivering a course remotely.
First, the more students see and hear their professors the better. Recording brief videos for a range of purposes is a proven way to communicate with students personably and efficiently.
- Create a ‘Getting Started’ module that includes videos to explain elements of the course. This module can include a video biography that welcomes students to the class and offers a little personal information about yourself and your extracurricular activities.
- Record assignment instructions so that students can see and hear the instructions as well as read them.
- Record personalized feedback on assignments.
The University of Toronto has licensed TechSmith Snagit as the institutional lecture recording solution to provide screen and audio recording. You can also record vignettes and lectures using Blackboard Collaborate in Quercus.
Second, offer multiple engagement methods during lectures and tutorials.
- Design interactive lectures and poll classes frequently to conduct formative assessment.
- Encourage use of chat features during lectures and enlist students to assist with monitoring.
Third, provide outlets for students to engage with each other about their studies and lives.
- Use virtual icebreakers that encourage students to provide information about their educational background, employment history, and fun personal information.[xv]
- Offer students multi-media discussion boards for discussing academic and social activities.
Many of the in-person techniques for building rapport still apply, including:
- Learn and use the names of everyone in the class – this is made easier with online technology that posts attendees names.
- Show an interest in learners’ lives outside of the classroom
- Planning five minutes at the beginning of each lesson to have a conversation using guided questions can help to make learners feel comfortable, and gives them the chance to learn more about each other and you
- At the start of a course, include a ‘get to know you’ or collaborative activity
- Allow learners to ask you questions about your life and teaching experience
- Respect learners
- Vary activities to increase energy and motivation in the classroom
Remember, rapport is ongoing and should be fostered over the life of a relationship. A starter article on “Rapport in Distance Education” written by Murphy and Rodriguez-Manzanares at Memorial University can be found at: Rapport in Distance Education
Academic Integrity and Teaching Remotely/Online
Setting up an online course
Online Assessments and Accessibility – Tools and Considerations
This resource highlights a variety of approaches to accessible assessment of student learning in the online environment. It is intended to help instructors explore different approaches to online assessments, while also identifying possible accommodation approaches relative to common types of online formative or summative assessment.
Within each category of assessment are key considerations to keep in mind when designing an online assessment, with links to tools and processes that can help implement an assessment in ways that help address students’ accommodation needs. The categories and examples included here are illustrative only and are not meant to be exhaustive. Your assessments may look different from the examples shared here.
For general guidance on how to assess student learning online, please see the Assessing Learning section of the Teaching Online/Remotely guide on the Centre for Teaching Support & Innovation website. Also, see the Tips for Accessibility When Moving to Online Course Delivery tip sheet.
How to set-up an online course
How to pre-record lectures and vignettes
How to record a lecture in real time
Captioning for live- and pre- recorded sessions
Instructors should provide captions or transcripts (as their time and skills allow) when creating video content for posting in a course shell for online/remote instruction. Captioning will improve usability and access of digital content for all learners. Please note that Accessibility Services will assist in the provision of alternative formats, including captioned video, for students registered with their office requiring this accommodation. Here are two ways you can provide captioning or transcription of your live or pre-recorded sessions:
PowerPoint for Microsoft 365 can transcribe your words as you present and display them on-screen as captions in the same language you are speaking.
Click here for instructions.
Zoom Audio Transcript (under Cloud Recording) automatically transcribe the audio of a meeting or webinar that you record to the cloud. After this transcript is processed, it appears as a separate .vtt text file in the list of recorded meetings. In addition, you have the option to display the transcript text within the video itself, similar to a closed caption display.
Click here for instructions.