COVID19-Remote Learning Expectations

Minimum Expectations for Remote and Blended Learning at Andrews University

Bulletin Definitions

  • Synchronous Dual Format courses use technology to extend classroom lectures and other activities to students at remote sites in real time. These courses use video conferencing and other tools to provide access to a classroom experience for students at off-campus locations while otherwise maintaining a normal face-to-face classroom schedule. These courses mix on-campus and remote students, with on-campus students being face-to-face with their instructor and remote students participating simultaneously via technology. Students on-campus register for the on-campus section of the course, and remote students register for the interactive online section of the course. The two sections are cross-listed so that students can also interact outside of the real time session via the learning management system.
  • Blended Learning courses include some time where the faculty and students are physically separated from each other and additional time where the faculty and students are in the same location. Blended learning scenarios include a face-to-face class that has reduced face-to-face time replaced with extended online assignments or a short intense face-to-face time supplemented with online learning activities. The blended learning course format uses the online activities to ensure that the course meets the credit hour definition requirements. The online portion of this type of course must meet the description of interactive online courses listed above. (This aligns with the federal definition for distance education.)

Expectations for Remote and Blended Learning Course Design and Teaching

Note: This was voted in June 2020 by the Distance Learning and Technology Committee, which also determines expectations for online learning.

  • Syllabus includes at least two methods of reaching the professor (i.e. Zoom, phone, text, email, etc. and includes limits such as times available, which method of communication to use first, etc.)
  • Syllabus includes expectations for Zoom participation, if applicable (dress, camera, mic, breaks, etc)
  • LearningHub site is set up (if teaching in another site, please link to where that is)
  • Professor sends at least weekly emails to students (i.e. overview of the week, what is due, reminders, updates on grades, general class feedback)
  • Professor offers weekly office hours (amount of time defined Working Policy and adapted by College)
  • Any live Zoom sessions are recorded for students with schedule conflicts or learning remotely
  • Students receive timely feedback on progress (i.e. via gradebook, status reports, specific feedback, etc.)
  • Deadlines for major assessments and assignments are published in the syllabus and/or LearningHub before the first day of the course.
  • Major assessments and assignments are designed to be resilient, accommodating face to face or remote students and adaptable to change without disruption.