AOI | Learning Innovations
Weekly Tip: Video Conference Courses
Back in November 2018, we shared a tip on teaching video conference courses. Some of those recommended tools have changed since then, so we felt it was a good time to update that information and share with you again.
A video conference (VC) course facilitates a live visual and audio connection between two or more remote campuses, allowing students from across the state to access courses not available on their home campuses. VC courses remove physical location barriers and allow for access to expertise and educational collaboration.
Facilitating a VC course and connecting with distance students can present some challenges. If teaching a VC course is new for you, we hope these tips help you create engaging courses and positive student experiences across locations.
Student Engagement and Interaction
Student engagement and interaction are critical parts of learning. Below are some suggestions to accomplish both in a VC environment.
- Provide digital copies of all course materials (e.g. handouts, in-class readings, etc.) through the course LMS in advance of the class meeting.
- Create small groups that include students from each site. Students can collaborate and interact both synchronously and asynchronously, regardless of location, through tools like:
- Office 365 Shared Documents
- Canvas Chat and Collaborations
- Perusall (for in-class reading)
- Allow all learners to have an equal amount of time to respond to questions by using quick response tools like Google Forms, Kahoot!, Poll Everywhere, and more.
- Create a backchannel for students to submit questions using tools like Padlet, Slack, the Q & A feature in Google Slides, etc. Questions can be addressed during or after class.
Take advantage of supplementary tools such as Canvas to…keep [students engaged] between class periods. I find the lines between teaching modalities are blurring rapidly these days.
—Mark Beattie, WSU Everett
For specific activities and strategies visit the LI Student Engagement Strategies page.
Video Conference Best Practices
Implementing just a few best practices for video conferencing can help you create an engaging and positive student experience. The following best practices were contributed by Dr. Tom Tripp, Senior Associate Dean for Academic Affairs, Carson Business College, and Co-Chair of the Academic Video Conferencing Task Force. The tips and strategies are based on data collected by the task force from VC instructors and student evaluations.
Before the Start of the Semester
Get to know your classroom.
- Attend a VC training (please visit the training schedule, as in-person trainings are on hold due to COVID-19).
- Know how your podium works, including video conferencing and A/V equipment.
- Get a feel for the classroom setup and technology. This is the best time to test out the available camera angles and to practice staying in frame.
There’s no substitute for preparation.
—Mark Beattie, WSU Everett
When Classes Begin
- Build rapport with your remote students by getting to know their names and voices, and be sure to call on them regularly.
- If possible, travel to the other sites within the first 2 weeks of the semester.
- This allows you to meet your distance students in person and experience what they see during your class.
[Visiting a site] allows me to engage in a more human capacity…The more human connection that you are able to make with your students is really going to set the tone for the rest of the class and beyond.
—Mark Beattie, WSU Everett
- When asking questions, consider the audio delay that remote students experience and allow extra time for students to respond.
- Implement a hand-raising policy at the in-person site, and have remote students speak when they have questions. This prevents local students from dominating the conversation due to the audio delay that remote students experience.
- If the remote site is muted, allow time for students to unmute.
- Ensure all content is visible to all learners.
- Provide access to presentation/slides prior to class. Ensure this material does not contain spoiler information or answers to discussion questions which will decrease learning effectiveness. Providing slides allows students to prepare and think about the topics that will be covered in class ahead of time.
- Use annotation technology like iPads or an annotation monitor instead of whiteboards. Doing so will allow students at a distance to see your writing, as classroom cameras do not pick up writing on whiteboards well.
- Additionally, instead of pointing by hand, try using the above annotation technologies or the annotation features on Zoom and PowerPoint to call attention to important materials/content, as distance students might have a hard time seeing you point physically by hand or with a laser pointer.
- As an added benefit to students, you can provide access to the content prior to or during the class on the LMS.
- Be aware of the camera angles and stay in frame. This allows for a close-up camera angle, rather than one that is zoomed out, providing a more personal connection for remote students.
- Mimic the in-person experience by looking into the camera when speaking to remote students. Doing so allows for a feeling of connection and personability.
- This is much easier when the camera is placed on top of the monitor instead of off to the side. (If the camera is off to the side, be sure to look into the camera, not at the monitor screen.)
This series of videos and teaching tips is presented by Academic Outreach and Innovation (AOI). We invite you to join the conversation. Share your tips and ask questions through this blog. If you would like these posts to be sent directly to your email each week, subscribe to the listserv by emailing firstname.lastname@example.org.
For more information or to schedule time with an instructional designer or emerging technologist, contact email@example.com or request training on demand. You can also visit the Spark Faculty Innovation Studio in room 102 any time from 9 a.m. to 3 p.m., Monday through Thursday, during the academic year.