An online course that meets at the same time for the entire duration of the course as indicated in the class schedule. Faculty are required to use The Citadel’s approved video-conferencing tool (Zoom) to deliver instruction, work with groups of students, or conduct seminars. This course is best suited for a cohort of students who need to work together on projects.
- The course must go through The Citadel’s Online Course Review Process, which includes completion of The Citadel’s ParityTable. In compliance with the US Department of Education credit hour definition, the online instructional time must remain equivalent to a traditional face-to-face course as evidenced by completion of The Citadel’s Parity Table.
- All course materials, syllabi, grades, handouts, video lectures, assignments, etc. must be posted online within The Citadel’s approved learning management system (Canvas).
- All student work must be submitted via Canvas including work done in a third-party vendor.
- Faculty will post online office hours in the course syllabus.
- Days/times of online class sessions are required to be listed in the syllabus and in the course schedule.
- Faculty are required to use The Citadel’s approved videoconferencing tool (Zoom) to deliver instruction and work with groups of students.
- Course info will highlight course requirements and must be included in the syllabus: Synchronous online courses require online virtual class sessions. Students will not need to be on campus for any portion of the course for work or evaluation. The course is scheduled on dates/times as noted in the schedule of classes. Course meets online for all the course contact hours. This class requires that students have a webcam and microphone and must be actively participating in the class with their cameras on at all times.
Banner Code
OSY- Online Synchronous
Key Principles for Success
- Join each class a bit early—especially your first. Leave time for mic and camera checks, etc. Some students arrive early, as well.
- Set aside time on Day 1 to orient students to the format. Make sure students’ microphones and cameras are working. Direct students on how to ask and respond to questions. Encourage microphone muting when not speaking. Encourage professional appearance. Run some practice activities if needed. If practical, give students a chance to talk or chat to become comfortable with the environment.
- Use the interactive features frequently. Keep students participating by asking a lot of questions, using polls, breakout rooms, and chat.
- Make a plan for each class. Share your agenda at the start of class and even ahead of time so that students know what to expect.
Preparation
Make sure you have each item in the below before you teach your first class:
- Bandwidth: Originate from a location with strong network bandwidth.
- Prepared Students: Communicate with your students about how and when to connect to your class sections and what to come prepared with.
- Instructional Plan: Develop an instructional plan and include strategies for engaging with your students, no matter the class size.
- Familiarity: Make sure you know all about how to get started and host a meeting in Zoom, including how to share your screen, enable your camera and microphone, and start/stop/share recordings. Complete a test run from your origination location (the classroom or office you will be teaching from). Be sure you are comfortable with the equipment you will be using and have the Zoom desktop app installed on the computer. Get help from the CEITL&DE or Media Services if you are uncertain how to operate the equipment and software you will be using.
- Equipment: Ensure you have appropriate and functioning computer, microphone, and camera equipment.
Engagement Strategies
Embrace pauses and silence
Students will need extra time to answer your questions verbally or via chat, access links or files, and read. Give extra time. As with in-person teaching, giving students time to reflect is a valuable teaching strategy.
Leverage technology to let students engage
- Use Polls. Zoom has built-in polling features.
- Use breakout rooms for smaller group-discussions if needed.
- Watch the chat closely. For some students it is more comfortable and feels less disruptive to post a question in chat than to unmute themselves and pipe in. Consider co-opting a student to monitor chat. Read and respond to chat questions aloud.
Act relaxed and confident
Remember that delays, mistakes, and troubleshooting can be learning experiences and time for students to reflect. If a problem arises and some initial troubleshooting doesn’t work, move on and check with CEITL&DE afterward for help, if needed.
Content Delivery
As with other traditional synchronous delivery methods (in-person and connect), the scheduled class times for virtual classes are the major component of the content delivery through instructor lectures, class discussions, polls, assignment discussions, and other activities.
Students may also be expected to access online resources to supplement their class learning time, be it supplemental video material, online and textbook readings, and Canvas quizzes, assignments, and discussions.