4.15 ONLINE AND HYBRID CONSIDERATIONS

Online and Hybrid Classroom Situations

We encountered many unexpected online and hybrid classroom situations throughout the pandemic. Here are some of the questions related to online and hybrid teaching that emerged from our experiences that still apply today, some with policy (must do or don't) and some with guidance (should do or not).

Mandating Web Cameras: Can we require students to have their cameras on during zoom sessions?

CSUN does not have a policy that will support that requirement. We have learned there are a long list of reasons, good ones, that students would choose not to turn their cameras on (if they have one at all). We know you want to connect with students, see their facial expressions and emulate your face-to-face environment; learning online is just different. Choose flexibility and get to know your students before putting in place rigid policies in your courses this year.

Recording Live Sessions: Can we record our Zoom sessions & post this in our Canvas course?

In short yes. But this document from the Chancellor's Office of the CSU provides guidance on this exact issue and more.

But what happens if a student does not give their permission to be recorded?

Choose flexibility. Work with that student to find a creative accommodation to meet their need (e.g., they don't turn on their camera; they aren't penalized for not contributing in the chat).

Copyright & Fair Use: Can I copy my entire book and give it to my students? What about movies/videos, images, and other "stuff" I want students to have access to?

This document from the Chancellor's Office of the CSU provides guidance on these questions and 11 more.

Surveillance & proctoring tools: Can we require students to purchase and use home surveillance tools to prevent cheating?

The CSU Chancellor's Office (CO) released a memo providing guidance urging all campuses and faculty to take into consideration:

Alternate Assessments
Equity
Privacy
Disability Accommodation

There are growing concerns that the use of surveillance tools, especially in this unique moment, unfairly targets and further marginalizes students. Thus, we recommend not designing your courses to be mostly high-stakes exams (3-5 exams worth most of the final grade) resulting with you spending all your time and energy worried about academic dishonesty. Faculty Development's Teaching Toolkit, as well as the CO memo, has resources to help think creatively about exam alternatives.

Preparing for the Unexpected

Immediately after the COVID-19 pandemic began, Faculty Development started offering workshops and programs to help faculty navigate each new change and requirement. We've been asking faculty to share what they have learned, especially when it comes to the silver lining and unexpected positives. One element we've all learned is that we all need to be prepared for Teaching Through Disruption, which is applicable even for non-pandemic related surprises (e.g., power outages, earthquake, illness, etc.). Select that link to learn more about best practices and your colleague’s advice when things don’t go as planned. Be sure to also check out the CSUN Covid 19 Information website for the latest updates.

You did it! You made it through Policyville! Your reward is a checklist to help you track all that we've covered in this module as you prepare for the start of the semester.