NCSSM Connect Course Best Practices

Owned by Rob Caldwell
Last updated: Nov 18, 2021
3 min read

A videoconference class is probably a new experience for everyone. At first, it’s not unusual for remote students to feel uncomfortable in front of a camera and lapse into passive observers. It’s important for you to have some strategies for keeping students engaged, putting them at ease, facilitating discussion, and making sure everyone feels like they are a vital part of the class. Start with an icebreaker activity or have each student give a short introduction. This can help them get comfortable with the equipment and being on camera. 

Be sure to let students know that you can see and hear them and that you’ll be responsive to their questions and learning needs. Let students know your protocol for asking questions. For example, let them know if you want them to raise their hands when they have a question or if it’s okay for them to just jump in. 

COMMUNICATION AND COLLABORATION 

It is very important to connect with each student to keep them interested and involved because the distributed environment can sometimes make them feel isolated, disconnected and separated by the physical distance. It’s important to build in plenty of opportunities for student-to-student, student-to-content and student-to-teacher interactions. It’s a great idea to spend some time discussing course expectations, etiquette, roles and responsibilities. For example, remind students that they are expected to participate, that anything they say or do may be seen and heard by everyone. Always ask if everyone can hear and see you properly before you begin. Learn the names of all your students by making a seating chart. Ask them questions directly -- by name and by site. If you can’t tell who asked a question, ask. When answering questions, see if another student at a different site can answer to generate discussion. 

EYE CONTACT

Look directly into the camera when you are speaking and when students are speaking to you. If you don’t “create eye contact” by looking into the camera, students will feel as though they are watching the class instead of actively participating. 

SPEAKING

Speak clearly, in your normal voice and at a comfortable and natural pace, using inflection and body language. Repeat questions if necessary, and wait for remote participants to finish speaking before you respond. Ask the studio manager to mute your microphone when necessary. 

MAKE COURSE MATERIALS AVAILABLE

Give students access to course materials by adding them to the syllabus in the LMS (Learning Management System) prior to the start of the class. Your syllabus should include things like guidelines for videoconference etiquette, ground rules, policies for attendance/make up work/advisement times, contact information (phone numbers, email addresses) and any other necessary information or materials that are relevant to all participating sites. Students should also have access to course materials such as presentations, reading lists, assignments, handouts, notes, and supplemental materials. 

PLAN ACTIVITIES AND PROJECTS

Videoconferencing is interactive and designed to bridge the distance gap of a distributed learning environment. Activities and projects should promote collaboration and discussion across and between the remote locations. For example, plan a fun ice-breaker activity for the first class and be sure your class time includes a healthy combination of direct instruction, discussion and active learning. 

Successful strategies include:

  • Team projects or assignments involving students across sites

  • Research or other types of presentations that capitalize on the different local experiences of students at different sites

  • Discussions, debates, skits and role-playing, brainstorming and group problem-solving

PRACTICE

Delivering instruction via videoconferencing can take some getting used to. It’s a good idea to rehearse in the studio to get comfortable with the room layout and the equipment. 

A/V GUIDELINES

  • Use colors in the middle of the color spectrum (avoid extremes like reds, oranges, and pinks).

  • Use large, bold and legible text. San Serif fonts are good choices. 

  • Font size should be no smaller than 24 point with a font size of 32 or lager being optimal. 

  • Avoid ALL CAPS and underlining text in increase legibility

  • Use bullets

  • Keep graphics and charts simple and use large labels

  • Make any presentation materials available for students in the LMS

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