We might be back to something closer to business-as-usual, but the 2020 pivot to remote taught us a few things worth carrying forward and considering as we build new courses in the online space.

The following summarizes the results of the surveys and feedback about remote instruction in spring 2020 at the University of Arkansas. These serve as examples of what students, faculty, support units, and administrators felt worked well and are formulated in terms of what instructors can do to improve instruction in future semesters.

Communicating with Students

• Establish regular and consistent communication patterns, reminders, and clear instructions
• Maintain regular class sessions including a synchronous element
• Provide resources that are available to students for technology, tutoring, mental health, etc.
• Clearly communicate contingency plans and “plan B” early in the instance that classes shift mode of delivery abruptly
• Set clear expectations and deadlines but allow some flexibility when warranted

Facilitating Group Work

• Utilize remote breakout groups to encourage student interaction and group work
• Give clear instructions to students
• Create a framework for group participation with roles clearly defined (ex. Team leader, note taker, reporter, etc.)
• Keep groups small
• Adapt the assignment when needed for remote instruction
• Address the normal problems associated with group work and explain the pedagogical purpose of the activity

Promoting Academic Integrity, Testing, and Exams

• Discuss academic integrity often
• Create “honor statements” and class policies
• Recognize that it is challenging to ensure academic integrity in a remote setting
• Successful use of Respondus Lockdown Browser and Monitor requires extra faculty time and planning as well as additional technology resources (webcam) for the students
• Use a “low stakes” practice quiz one week prior to the exam to discover potential problems with remote exams and acquaint students with the technology
• Be available during the exam period to answer and address student questions
• Consult with support staff to determine ways to implement exam tools like Respondus Lockdown Browser and Monitor to prevent integrity issues
• Consider replacing traditional exams with alternate forms of assessment when possible

Promoting Student Engagement & Motivation

• Be flexible in assignments
• Provide structure and set expectations for participation early
• Utilize synchronous or strategic mix of Synchronous/ Asynchronous instruction
• Break up class content by using Breakout sessions, groups, and reflection activities
• Encourage students to actively participate and show video, unmute the microphone, and use chat features in synchronous sessions
• Increase interactive content such as discussion boards, web conferencing, groups, and polling

Teaching Labs, Experiential, or Service Learning Courses

• Use recorded videos when possible for demonstrations
• Have students use video to demonstrate knowledge
• Use the technology to create virtual or mock situations to demonstrate competency
• Use web conferencing tools to collaborate with those outside the university
• Some content requires specialty equipment that is difficult to provide to students

Technology & Pedagogy

• The university should consider limiting platforms to Blackboard Collaborate Ultra and Zoom for synchronous sessions to reduce the number of platforms students are required to use/learn
• Attend training sessions to learn about the tools on campus
• Consultation for teaching and technology available through TIPS
• Use campus-supported technology to ease the burden on students and instructors
• Leverage technology to innovate and create new learning experiences