Guidelines for Teaching with Zoom
While planning our remote courses, we’ll have to decide how many synchronous learning activities we have in a course. They’re especially good for developing connections between students and instructors; and can help students feel they’re collaborators in rather than receivers of learning. So, for good reason, some of us will use Zoom in our courses.
IT has developed some excellent guides when it comes to setting up and using Zoom. We wanted to provide you here with some guidelines that might assist you using Zoom in a helpful way for your students.
Limit the length of a session in Zoom
There is no magic formula to draw an equivalence between the amount of face-to-face teaching and Zoom teaching. But there are some reports and preliminary studies that suggest that Zoom is more draining than face-to-face interactions. Sometimes that fatigue is discussed as a function of the amount of time we’re looking at ourselves; sometimes it’s attributed to the number of distractions that are always available; sometimes it’s talked about as the amount of work that we have to do to adjust to a slightly different form of communication (i.e., we’re looking for all the usual cues of communication when they’re not there).
So, when you’re scheduling a Zoom session, one that is more than a recorded lecture and depends on student interaction, then we’re suggesting you limit how long it lasts. I find I’m useful on Zoom for not much more than 60-90 minutes or so. I believe that is a good limit for students, too.
Structure Zoom sessions
One of the challenges with Zoom – and Susan Blum has written about this issue rather convincingly in Inside Higher Ed – is that it changes the way we talk with one another. It approximates face-to-face conversation, but there are lags and gaps. We’re missing most of the body language we depend on. We’re missing too the connective tissue that is so essential for conversation. For that reason, informal and wide-ranging discussions are challenging. And they might be frustrating for you and for your students.
So, consider giving your conversations with students a lot of structure. Maybe circulate the main questions ahead of time. List them in the chat. Or record them on a slide. That’ll help students follow along with the conversation, even if they drop out (because of tech issues) and have to reconnect.
Identify ways that students can contribute
Since synchronous learning – especially Zoom-hosted classes – are as new to us as they are to the students, remember to point out how students can contribute. You might find it helpful to have students mute their mics until they’re ready to talk; if you want to host a chat session during your conversation, consider having a student monitor it. Make use of the “raise hand” function.
When necessary, use breakout rooms for pair and share exercises or group work. Whatever the case, remind students how they can participate at the beginning of the class and give them time to learn these new standards. It’ll take a few weeks.
Consider offering asynchronous alternatives to access your course material
Of course it’s up to you whether or not you make synchronous learning mandatory. The expanded teaching team (consisting of members of CTL, IT, and Trent Online) is recommending that you consider also offering students a chance to access that material. Maybe record the class, post it, and ask for a short reflection.
The benefits for the students are clear, especially those who have low internet connectivity or who aren’t living in a place supportive to their learning or who have other responsibilities to tend to.
Sources
Blum, Susan D. “Why We’re Exhausted by Zoom.” Inside Higher Ed, 2020.
Darby, Flower and James M. Lang. Small Teaching Online. Jossey-Bass, 2020.
Nilson, Linda and Ludwika Goodson. Online Teaching at Its Best. Jossey-Bass, 2018.
“ACUE’s Online Teaching Toolkit,” 2020.
Written by: Joel Baetz
Edited by: Stephanie Park
Last Updated: 19 August 2020