Connecting Remote and Face-to-Face Students
Instructional Strategies and Learning Technology Tools
Authors: Dr. Anna Pletnyova, PhD, Lorelei Anselmo
During times when students might be connecting to the classroom from face-to-face and/or remote locations, instructors can plan learning activities that leverage multiple learning spaces for a seamless student experience.
To engage remote and face-to-face students, this document provides faculty and instructors with interactive teaching strategies and shows how a learning activity can be instructed in different modalities with a view to connecting remote and in-person students in one course.
In times of unexpected disruption, instructors can choose to adapt to changing needs by using the activities in different modalities both in conjunction with one another or as standalone tasks.
Given the course learning goals and context, instructors can use this resource to:
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Plan and facilitate a learning activity that can engage students in their learning regardless of where the students are connecting from
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Maintain the student learning experience through collaborative learning activities that connect students to each other from multiple points of entry
Concept map/diagram
A visual representation of a topic or concept that students can use to help organize their ideas and demonstrate an understanding of the concept.
Flexibility: Use as a supplemental activity after introducing a concept or as a scaffolding exercise to a larger assessment.
Consider a follow-up activity by asking students: “How has this activity helped to deepen your understanding of the topic”?
This could be completed in either face-to-face, asynchronous online via D2L or synchronous online via Zoom.
Engagement: To engage both remote and in-person students, use the D2L Discussion Board as a space to brainstorm ideas and provide peer feedback after the concept maps have been presented to the class.
- Canva - free graphic design platform
- Miro - free online collaborative whiteboard platform
- Using concept maps as an alternative assessment
- Use breakout rooms for students to review concept maps prior to presenting during a Zoom session
Discussions
Conversations on a certain topic in a virtual or real-life environment occurring in real time or asynchronously. Can be held orally or in writing or combine both.
Choice and flexibility: In asynchronous discussions, consider creating several topics for students to choose from so that they answer several questions.
For example, create a forum on the same issue with 10 topics and ask students to create threads in 2 of them and respond to other students in 2 other topics. This way, students will participate in discussions of different facets of the same issue.
To engage in-person and remote students in one discussion, use the Top Hat Assign feature to continue synchronous in-class discussions remotely.
Grading: To grade student discussions, use a rubric. Contributions to discussions can also be part of student participation grades.
In-class collaborative activity
Question prompt: An introductory question is posed to activate students’ prior knowledge of the topic.
Jigsaw: The instructor divides students into groups (A,B,C, etc.). Each group explores an assigned topic or section of a reading. Once groups have formed a common understanding of their topic, they form new groups that contact one “expert” from each group.
Accessibility: Ensure all students have access to the question prompt. The prompt should be displayed on the in-class screen for all students to view as well as posted in the Discussion Thread.
Engagement: To engage both in-person and remote students, once students have discussed their same topics or section of the reading, they can come together as “experts” in that topic using breakout rooms where each room has an expert from each topic.
A whole class discussion can be followed up with polls using Top Hat or Zoom to confirm understanding and identify areas requiring further explanation.
Group projects
A long-term (may be semester-long) collaborative assignment comprising several stages and designed to simulate collaborations in a real-world work environment.
Choice and accessibility: Provide students with a list of topics to select from so that they have the freedom to do what they are interested in.
Encourage students to use various media (video, audio, images) in their discussion posts and presentations.
Information on the project and reminders: Create a D2L checklist for students to see what they need to do.
Create an infographic showing different stages of the project.
Send students email reminders of each stage of the project. You can use D2L Intelligent Agents to send emails to students automatically. Use the D2L News tool to inform students of upcoming deadlines.
Protocol of behaviour and group issues: To forestall free-loading and other group issues, create a protocol of behaviour or make students read and sign a group contract. They can submit it to D2L Dropbox.
- UDL: Foster an inclusive and accessible learning environment
- D2L Groups
- D2L Checklists
- Canva - free graphic design platform that allows students to create collaborative projects
- D2L Intelligent Agents
- D2L News, email to class
- YuJa in-video commenting
- Managing Online Team Projects
Oral presentations
Thoughtful presentations addressing an audience on a specific topic.
Clarifying expectations: Use an oral presentation rubric to help students understand your expectations, inspire quality performance, and self-assess themselves. Present rubric in advance.
Student choice and flexibility: Consider offering students the choice to present in front of a live audience or record a video to post for advance viewing.
Self-regulated learning: Encourage post discussions regarding the presentations in asynchronous and synchronous formats for self-reflection.
Accessibility: Encourage Face-to-Face presenters to log into Zoom to present any slides that accompany their oral presentation so that synchronous students can see their content.