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​Step 1:
​​Faculty teaching fully FTF or hybrid should decide whether to move to a synchronous online engagement method or asynchronous method and should communicate this decision to your students and department chair. NOTE:  Required synchronous meetings can occur only on the days and times originally scheduled for the FTF class.
​Step 2:
​Identify types of learning activities and pedagogies and related online strategies
​Step 3:
​​Learn/download/practice with key technologies based on step two (see IT resources or attend a CTLE training)
​Step 4:
​​Develop materials based on priority for key learning elements and upcoming class periods
​Step 5:
Establish regular communication timelines with students in each class—e.g., even if you decide on an asynchronous engagement, identify days/times each week that you will send messages or updates to students.

​Synchronous ​Asynchronous
Keep students on original syllabus schedule for discussions May require some adjustment to timelines if requesting student engagement with each other (initial posting time + response time)
Faculty can offer planned "lecture" content directly to students, include student questions in real time, and record the session to post later ​Faculty can record "lecture" content and upload for students; students could submit questions after viewing via discussion boards or other tools
​Requires management of technology (e.g., Zoom) in real time for faculty and students Requires technology engagement/information sharing and development in your own time frame
​For larger classes, the visual element (seeing all students) on a computer screen may be challenging ​Does not require full-class engagement simultaneously
Does not require full-class engagement simultaneously ​Does not require full-class engagement simultaneously
Allows breakout "rooms" for discussion in Zoom that instructor can "drop in on" Allows discussions via Blackboard or other tools in written or audio form that instructor can respond to; students need to either find time for group work collectively or work asynchronously
​​Assignments often collected and assessments often conducted in real time and at the same time Assignments and assessments can be set up ahead of time with due dates and testing windows
Learners attend lectures and put content into practice over the course of a class meeting and as a group all at the same time Learners work in "chunks" as they engage independently with content, participate in activities, and take assessments in smaller increments of time as their schedule allows.

​Find your key types of teaching and learning activities to identify online options to carry out the same types of activities in the online environment.

​Face-to-Face Activity

​ ​Online Alternative

​Relevant Technologies

​ ​In-class lectures

​Link to mini-lecture videos, audio files, and/or narrated presentations; or live lectures in synchronous mode via Zoom

YouTube (external example)

​ ​Small group discussions

​Group discussions and VoiceThreads; or break-out rooms in Zoom if synchronous

​​Blackboard groups
Blackboard discussions
VoiceThread assignments

​(Pop) quizzes


​​Blackboard tests
Respondus Lockdown
Browser & Monitor
Respondus Quiz Builder

Essay tests

​Essay tests

​​Blackboard journal tool
Blackboard assignment tool
Blackboard test tool

​Objective tests

​Objective tests

​​Blackboard tests
Respondus Lockdown
Browser & Monitor
Respondus Quiz Builder



YouTube (external example)

​In-class writing

​Journals, assignments, and tests

​​Blackboard journal tool
Blackboard assignment tool
Blackboard test tool

​Group work

​Group assignments or breakout rooms in Zoom if synchronous

​Blackboard group settings & tools

​Explain examples or assignments

​Explain in the description field in assignment, create a rubric, create an explanatory video

​​Blackboard assignments
Blackboard items
Blackboard rubrics
YouTube (external example)

Use PowerPoint, online videos, etc.

​Share links to and/or embed PowerPoints, online videos, etc. Create presentations for learners to comment on; in a synchronous Zoom session, share your screen and type directly into a document

YouTube (external example)
Embedded videos in Blackboard

​Assign papers

​Create an assignment

Blackboard assignments

​​Require research at the library

​Require online research at the library's website, incorporate online library instruction

Library website
Library instruction

Hold office hours

​Hold virtual office hours


​Best practice for online instruction includes multiple and consistent methods of communication with students.  Minimally, you should establish office hours and regular messaging timelines during each week.  Here are some suggestions for these communication methods:

Blackboard can be used for a number of tasks, such as announcements, assignments, quizzes, discussions, content delivery, media management, online class meetings, and more.

  • To notify your students that you will not be holding class in person, post an announcement.

  • To provide a procedure for your students to inform you that they will be unable to attend class in person, consider adding a discussion forum in your course where they can post their intention.

  • You can meet with your class face-to-face and use a Zoom session to allow students who are ill to attend virtually.
  • Meeting options include audio/video conferencing, screen sharing, and record-to-cloud for later sharing. This tool is adaptable from individual online office hours through full class sessions, up to 300 users in a meeting.
  • ​Send emails to every student on your roster.
  • Distribute files for students using Blackboard.


  • Maintain the scheduled time and day that your classes meet. This ensures that students who attend your class do not need to adjust their schedules to participate.

  • Be clear with your instructions on how you will use Zoom, Blackboard or Microsoft Teams to manage your class.

  • Download all platforms you plan to use on multiple devices in case one of your devices malfunctions during instruction.

  • Test out your equipment and your hosting location with colleagues and solicit their feedback on your setup. Be open to ideas and be willing to share tips with colleagues who are seeking advice.

  • Reach out individually to students who were previously attending on-campus classes but are missing virtual classes. This may be a sign they are experiencing accessibility or other challenges.

  • Ask your students how you can help them during the transition. Students may have additional challenges that amplify during times of stress or uncertainty. Be helpful and direct them to advising, counseling or any other student support services if needed.


  • Hold a class via Zoom on a day or time that your class does not normally meet, or extend class time beyond scheduled hours.

  • Make changes to the course (syllabus, grading structure, expectations) that will compromise integrity of the course outcomes.

  • Make changes to the course that may penalize students (e.g. shifting the weight of a previously submitted and graded assignment).

  • Make changes to timelines that do not allow reasonable response times from students.

  • Ignore expressed student needs (e.g., advising, counseling services, financial aid, etc.) that fall outside your immediate duties as a teacher.

Last updated 4/1/2020 12:42 PM