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Get organized early with a full syllabus, learn the technology, supplement class time with online documents, send all course materials to the remote site early (at least a week in advance)
This approach will go a long way. In general, interactive video classes should have no more about half the class time be lecture by the instructor. You may use guest lecturers or student presentations to provide other faces.
Use class activities to reinforce content Have a solid backup plan that may include online notes or assignments in case classes are cancelled due to weather or technology problems
Use in-class writing/reflection activities and have samples faxed to you for discussions Small groups can work on solving problems (social, scientific, or mathematical), selecting main points of readings, identifying areas of confusion from lectures, and then have each group select a speaker to report back to the entire class
Adapt any successful traditional class activity by allowing slightly more time and more tightly focusing student discussion.Managing class interactions across two course sites. One way to have higher quality lecture experience is to have students hold questions, by writing down the questions as they think of them, and then having a question and answer time.
If possible, occasionally teach from the remote site. In our case, the distance between the two campuses is great but it still may be worth traveling to the other site once every two or three weeks. Integrate course rosters from both sites and call on students by name in alphabetical order. Set up groups from both sites if using group work, use email and Moodle to facilitate group work outside of class
Note: Thanks to Mike Bozonie for organizing some of this material in an online web tips course in 2007.
For more information, please contact:
Holly Heller-Ross, Dean of Library & Information Services
101 Broad St., Plattsburgh, NY 12901
Phone: (518) 564-5180
Fax: (518) 564-5100