ASU Sync/In-Person (and Hybrid)
The ASU Sync/In-Person mode is for courses that are currently scheduled as in-person or hybrid courses. In general, the instructor will make a decision as to which half of the class will attend the physical classroom on which days and how often. This pattern of attendance will be made explicit via the syllabus, Canvas, and course announcements to students. All learning activities and assignments will be developed in such a way that the physically attending students will be able to engage with those students attending remotely through Zoom.
Students will be able to see each other in-person, which could lead to bonding before and after courses.
For some courses, the ability to view body language might help foster the learning of certain concepts.
Instructors will be able to move around to observe learning and make real-time decisions based on knowledge gaps or misconceptions.
Can utilize in-person students (Zoom Ambassadors) to partner with remote students to foster engagement and manage learning challenges.
Instructors will need to help students maintain social distancing strategies by keeping at 6 ft distances and wearing masks or face shields.
Language learning depends on communicative activities often using grouping techniques.
Depending on the room size, acoustics, and number of laptops with microphones, the sound could get chaotic.
Face shields will make it easier for language learning students to practice conversations, but some may worry that face shields are not as safe as masks.
- Note, that there may be face masks available for purchase with a clear section over the mouth, that may work better for language courses.
A certain number of students will choose to participate completely through Zoom, so instructors will have to determine a system for monitoring both the in-person students and remote students--which will take some planning.
Basic Model Assumptions and Strategies
All of your activities will be developed with the idea that you will have to simultaneously engage both students in the in-person classroom and students in the online Zoom space. With some basic classroom management procedures in place, this is completely doable.
Determine Your Schedule of Teaching
Provide students with an overview of how your course will be taught. Include that same ASU Sync language on your syllabus and on your Canvas Homepage. You have many options as to how this might work. ASU has mandated that our classrooms cannot have more than 50% capacity. Here are some possible scenarios.
Alternating Days: Split your students in half (Group A Students A-M, Group B Students N-Z). Then assign Group A to attend in-person on Mondays and Group B to attend in-person on Wednesdays. [Note: You will have some students who plan to attend completely by Zoom, but that should become apparent when you contact them.] Have all students meet in Zoom on Fridays (or on Mondays depending on what type of learning activities you plan to include on those days).
Smaller Courses: If you know you are located in a larger classroom (a capacity of 60 for 28 students, for instance), you can choose to have the whole course attend in-person, but you will still have some students who choose to attend only via Zoom, so you will still have to engage with them. You could also choose to have one day a week for more traditional interaction with lecture, review, quizzes, large group discussion, etc. and the other days be for smaller group dialogue through Zoom.
Unsure of What Schedule to Use: Have a conversation with colleagues in your section to see what type of schedule they are planning to use. Reach out to the SILC Instructional Support team (email@example.com) for suggestions.
Before classes begin, email your students. Consider attaching a Google Form. What kind of information from your students might better help you prepare for courses and help students feel more comfortable about taking your course? This is your moment to take control of how your course will be conducted. We do NOT recommend that you ask students what their attendance preferences are as this allows them to take control of the course.
Take Regular Attendance
Because students will be participating in your course through a variety of modes, taking attendance is going to be more important than ever. The quickest method is to make the students accountable for their own attendance. Create a Google Form that grabs students’ email addresses, includes fields for the last and first names, and asks them how they participated in class on that day. Consider including an open-ended question that asks them to share any attendance concerns they may have, or a message to email you directly if they have any attendance concerns. Then on your Canvas Homepage include a section providing information on ASU Sync and a link to your attendance form. Each day at the beginning of class have an introduction slide up asking students to access the Canvas Homepage and submit their attendance. Students can try to sign in for another student, but if the form is set to grab their email address, you will be able to see that the email and student name do not match.
Sample Attendance Form (To make your own copy: Go into the form, then find the three vertical dots in the upper right-hand corner, click on Make a Copy, and now you can make changes as needed).
There is a way to run a report from within Zoom to determine which students participated that day. You would need to have all of your students (even the in-person students) log into Zoom in order for them to be embedded in the report and there are a few steps to follow to access the report (see the UTO Zoom Attendance Report video). However, we believe that the Canvas attendance tool or the Google Form will be a bit easier to track over time for attendance.
Set Clear Classroom Procedures
Plan to always arrive to class a bit early to ensure that all of your equipment is up and running. Create a list of students who have agreed to be Zoom Ambassadors. Create a Zoom Ambassador Expectations document and email that document to each of the students. Have them agree to abide by those expectations. Alternatively, the expectations can be embedded as a Canvas quiz that has one question in which they can choose to abide by the expectations (agree or disagree). This can be a zero point quiz that you later add a score to to give the students the extra credit for being an ambassador. See the sample Ambassador Expectations document (go to File and click on Make a copy to create, revise, adapt to your own needs).
See the UTO Best Practices for Zoom Classroom Management document for a list of suggested ways to provide effective management when working with Zoom.
ASU Instruction Mode Strategies