The faculty member is in the best position to design the remote learning experience for his/her students. The faculty member may design the remote course to be delivered synchronously (i.e. faculty and students connect and engage at the same time), asynchronously (i.e. faculty and students connect and engage at different times) or with a mix. Faculty can ask students to remotely complete learning tasks comparable to those assigned and completed in a face-to-face modality: listening to lectures, asking questions, engaging in discussion, producing work, etc.. All of these tasks can be done either live (synchronously) by connecting together online or on the student’s own time (asynchronously) by assigning students to watch pre-recorded videos or respond to discussion questions posted in a bulletin board or an email.
If you include live (synchronous) elements in your remote class —whether by video, audio, chat or some other means of interacting remotely live and at the same time — these elements need to be scheduled on the same days and at the same time as the face-to-face class meetings. The only way to prevent schedule conflicts is to stick to the scheduled time for your course for synchronous interaction.
For help getting started on the transition to remote teaching and student support, explore this web resource developed by Learning Resources, MDC Online, CIOL and District Academic Affairs: Transitioning to Remote Teaching and Support.