Multiple Site DE Classes

Advance planning is particularly important for courses that are taught synchronously at multiple locations via videoconferencing. Networking technology enables the instructor and local students to engage in two-way video and audio interaction with students at remote sites, thus closely replicating the face-to-face classroom environment. It enables you to demonstrate materials, use computer interface, conduct classroom discussions, gauge student responses, and answer questions in real time.

Logistics, resources, and contingency plans should be provided for prior to the start of the semester to minimize disruption to the class should technical difficulties occur. The first step, after securing the support of your department head and identifying the financial resources for the network connections, is to reserve the course time on the NC-REN or NCIH network by calling the NC-REN Program Coordinator, Bob Klein, at 515-3683. These schedules are arranged several years in advance so early notification will help you secure the optimum time slot. Remote sites must also be arranged through the individual campus coordinators and any technical support issues and financial arrangements resolved.

Though this teaching environment has some features in common with the typical on-campus classroom, there are considerations imposed by the physical separation of some of the class members. While participating in the classroom dynamic of your on-site location, you will also want to frequently face the camera directly, which represents the students at distant locations. Establishing eye contact with your distance students is a crucial element in helping them feel a part of the class.

In addition, you will need to consciously draw remote students into class participation, calling on them for comments or otherwise engaging them in the instructional process. This can be accomplished by deliberately halting the lecture or discussion every so often for 15-20 seconds to give distance students the opportunity to interject or ask questions. Because it is not as easy to see the “body language” of the distance student these pauses facilitate their ease of interaction.

While deliberate 15-20 second pauses may seem unusual in length, it allows sufficient time for audio cues from the remote site. Try to begin each interaction with a verbal cue, identifying the site that you are communicating with, to give room operators time to switch the channels so that both audio and visual feeds capture your communication with the off-campus locations.

You should help your students feel comfortable to voice site-specific concerns, whether it be poor signals, dropped audio or visuals, or anything else that could interfere with the flow of instruction, and relay this information to your room operator so (s)he can initiate the protocol to rectify the situation. This is particularly important if the remote sites do not have a facilitator present, someone who initiates the site discussions, fosters participation, and trouble-shoots if technical or logistical problems arise.

The room operator will prepare a tape of each class session. This is a useful contingency plan, in case there are transmission problems, or if students miss a class, or wishes to review the materials in preparation for assignments or exams.