About 12 per cent of U of A students will take an in-person course this fall. For most students the semester will unfold entirely online. They will log in from locations across Canada and around the world, and from a range of countries and time zones. As instructors, this means we will relate to and connect with our students in new ways, and take different approaches to creating inclusive and high quality-learning environments. We know that some challenges will crop up unexpectedly - they always do during the semester - and we want to be sensitive to these situations and support our students' academic success.
We also need to support instructors, so that they can continue to deliver exceptional learning experiences. Over the past few months, U of A instructors have put forth an extraordinary effort to build creative, innovative, fair, equitable, and inclusive learning environments for students this fall. We have a great deal of flexibility and opportunity when it comes to how we design our online classes. In some specific cases we have a duty to accommodate, and I will address this in greater detail in the coming weeks. In all cases, however, we strive to be adaptable and responsive to the needs of learners.
Where possible and appropriate, I encourage instructors to adopt a universal design approach to help build inclusive and accessible online courses. These strategies can help to support both our students and instructors, regardless of where they are when they log in to class. As you may be putting the finishing touches on your fall courses, the following strategies can serve as a reminder of how we are adapting, and of the opportunities that come with remote teaching:
1) Include Asynchronous Course Components
Developing some asynchronous access to lectures and/or other pedagogical components is a wise pedagogical practice for this remote environment. Although not required, we encourage instructors to include this where they can.
Asynchronous course components are easily accessible for students in any time zone. If you would like some more information about how to do this The Centre for Teaching and Learning (CTL) offers advice and support on how to create asynchronous content that aligns with the pedagogical foundations of your course. Try visiting the YouTube playlist on asynchronous teaching, or the resources available on the CTL web site.
2) Re-evaluate Your Assessment Methods
As you have likely already realized, assessment methods from in-person instruction don't always transfer seamlessly to the remote environment. Synchronous assessment, for example, can be time-intensive to proctor online, and connectivity issues pose a greater challenge in the remote environment.
The basic idea here is to use assessment methods that work well in the new environment. The CTL offers several resources to help you evaluate your assessment methods, and create assessments that are conducive to remote learning. Visit their assessment hub for ideas on:
- Assessing group work and participation
- Assessing performance and demonstrations
- Assessing produced materials, media, and assignments
- Assessing quizzes and exams
- Creating rubrics
- Using eClass to assess learning
- Protecting academic integrity
You can also check the FAQs about assessments. If you are really stuck, please contact the CTL for a consultation.
3) Get to Know Your Students
Class size permitting, I encourage all instructors to get to know their students in the first week of classes, in whatever manner makes sense pedagogically. In a remote classroom, this can help you to know which students are local, and which are logging in from faraway. This knowledge may be useful when designing group projects or study groups, for example.
You can also ask your students about their remote learning experiences - they are a wealth of knowledge and make for adept learning partners. Asking them will demonstrate that you care about their learning, and that you are trying to involve them in the learning process - plus, you just might get some great ideas and tips! Crystal O. Wong makes some great suggestions for insightful questions to ask students on the first day of online classes.
4) Make Yourself Available
I encourage instructors to create opportunities for students to connect directly, through office hours or in whatever way makes sense pedagogically. Our students still want to talk and interact with their instructors. Creating these opportunities will be appreciated by students, supporting their engagement and providing an important forum for detecting issues early on.
5) Connect Students with Existing Supports
Many student supports are already available, and have been adapted to meet remote needs for the Fall 2020 semester. Faculty advisors and the student services available through the Dean of Students are two great resources to bring to your students' attention early in your course.