Moving a course designed for face-to-face interaction into a remote learning environment has its challenges, especially when the need to adjust is unexpected. After moving to emergency remote teaching to end Spring 2020, we now have a bit more time to think about how to translate Summer and Fall courses to planned remote teaching (coming soon: for a refresher on the differences between emergency remote instruction and intentional online instruction, jump to the video at the end of the page).
Keep it simple, and do what you can with the resources available. Student learning is most important.
We at CTL agree with this advice from our colleagues at Connecticut College:
We don’t know [all] what we’re doing! And that’s OK! Most of us don't have expertise in online teaching, and few if any of us have experience suddenly transitioning from a face-to-face course to a fully online course. What does learning mean under these new conditions? Our assumptions and expectations of what we--and students--can accomplish will likely need to change. There’s no one-size-fits-all or single best way to integrate digital tech into a remodeled curricular design.
Reassure students that we will figure it out together. Acknowledge the big feelings involved with a closed campus, the experiences of the disrupted semester, and the general anxiety of this uncertain time. If you feel comfortable doing so, invite students to discuss what they are experiencing, air concerns, and ask questions. Consider involving students in the work of figuring out how to best meet course objectives in the context of a now-online course, and indicate to them what kind of flexibility is possible within the framework of the course (e.g., course objectives, pacing, assessment, project timing, etc.).
So when reviewing your own course for a move to remote learning, please consider the following:
- Communicate with your students right away: Communicate with your students as soon as possible, informing them about how the course will work and letting them know how you are going to contact them, e.g., whether you are using GT email, or announcements, and email tool in Canvas (Georgia Tech's learning management system), and how soon they can expect a reply.
- Consider realistic goals for a remote course: Consider these questions: a) What do you think you can realistically accomplish during this time period? b) Do you think you can maintain your original course design and schedule? c) Do you hope students will keep up with the reading with some assignments to add structure and accountability? and d) Do you just want to keep them engaged with the course content somehow?
- Review your course schedule to determine priorities: Identify your priorities during the disruption—distributing course materials and reading online, delivering lectures, collecting and grading assignments, etc.. What activities are better rescheduled, and what can or must be done online? Give yourself a little flexibility in that schedule, just in case the situation takes longer to resolve than you think.
- Review your syllabus for points that must change: What will have to change in your syllabus for the face-to-face course as you plan for the remote version (polices, due dates, assignments, etc.)?
- Pick tools and approaches familiar to you and your students: Try to rely on tools and workflows that are familiar to you and your students, and roll out new tools only when absolutely necessary. We recommend using Canvas as you already have your course site there and its tools can probably support your teaching needs. It is supported by Georgia Tech and your students are mostly familiar with them.
- To learn more about using Canvas tools for remote teaching and your various options visit our Quick Guide To Remote Teaching and Learning.
- To learn more about using Canvas tools for remote teaching and your various options visit our Quick Guide To Remote Teaching and Learning.
- Identify your expectations for students: You will have to reconsider some of your expectations for students that would be "normal" during a face-to-face course, including participation, communication, and deadlines. As you think through those changes, keep in mind the impact this situation may have on students' ability to meet those expectations, including illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably and empathetically.
- Be patient and flexible. Moving a face-to-face course to a remote online environment is not typical, even with Spring semester under our belts. We cannot expect everyone - faculty and students alike - to become experts in online learning immediately. Rather than focus on what has changed, think about way you can enhance your students' learning opportunities and outcomes with the tools available to you and the Georgia Tech community. Learning is more important than perfection.
Wonder what campus experts are saying about moving online rapidly?
Dr. David Joyner and CTL's Dr. Vincent Spezzo offer their expert advice in this episode of the Teaching & Learning Buzz podcast.
Additional Resources
- How Can Course Design Help Prevent Online Cheating? Brief white paper from Dr. Tom Tobin of Penn State, author and experienced online instructor for 20 years.
- Rule of 2s: Keeping It Simple as You Go Online; Open Learning and Teaching Collaborative, Plymouth State University
A worksheet for determining the most important objectives, tools, skills, etc. as you move to remote teaching. - Online Teaching Toolkit, Association for College and University Professors
Instructional video compilation of hot topics for moving to remote teaching quickly
Remote Emergency Instruction vs. Intentional Online Instruction
Coming soon.
