Remote Asynchronous Instruction

In the remote asynchronous instructional mode, students and faculty use communication and collaboration tools at no scheduled meeting time.

Place: Room is not assigned. Communication and collaboration tools provided (Canvas, Kaltura, or other).
Time: Days and times are not assigned.
LionPATH Code: CW – COVID Web

Webinars

Webinars designed to provide critical information to faculty and staff about the remote asynchronous instructional mode.

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Recorded Webinars

Countdown to Classes Webinar Recorded August 14, 2020Understanding the Flexible Instructional Modes Recorded July 20, 2020

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Why It Works

  • accounts for COVID-19-related scheduling challenges many students face (e.g., family, work requirements)
  • no backup plan needed if the pandemic worsens
  • can work for students regardless of time zone — offers a flexible schedule
  • student engagement is possible through threaded discussion boards, email, and other technologies that aren’t time-bound

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Guides and Recommendations

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Frequently Asked Questions

Review the following frequently asked questions about remote asynchronous instruction. For additional information, read all frequently asked questions.

Remote Asynchronous Instruction

See University guidance on what to include in course syllabi about the mask requirement (PDF).

In addition, see Penn State syllabus requirements outlined in Faculty Senate Policy 43-00, including a number of example syllabus statements

Be sure to check with your college or campus regarding locally mandated syllabus policies. 

For this instructional mode, consider adding a brief description of how you will conduct class in this mode and your expectations for students’ participation. You might address questions like, should students be active in asynchronous discussion boards, should they pose questions to Q&A tools throughout the week, and will they need to respond to feedback that you provide them on individual assignments? 

The Dutton e-Education website has examples of syllabi specifically for remote asynchronous courses.

Since students will be engaging and learning at different times, attendance will not be taken in remote asynchronous classes; if you want to document participation, consider the following options: 

  • Encourage participation by assigning students to comment on discussion boards.
  • Create opportunities for peer to peer feedback on assignments.

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Resources for Enhancing Your Teaching

The following instructional resources have been curated by educational developers and instructional designers and reviewed by faculty throughout the University. They are offered in the spirit of support for instructors who need to learn teaching in new modalities or who want to enhance their teaching effectiveness in familiar modalities.

On-Demand Resources

These resources are for faculty who prefer to learn on their own, with a “give me the information and I’ll apply what works for me” approach.

Collaborative Resources

These resources are for those who prefer to talk with colleagues or someone with expertise in learning or course design.

“Explore Links and the Web” Resources

These resources are for instructors who prefer to do their own web research, exploring links and making conceptual and practical connections.

“Do a Deeper Dive” Resources

These resources are for those who prefer a directed and structured learning experience, either self-guided and/or instructor-led.

  • Free OL Courses at wcfd.psu.eduThe OL series from World Campus Online Faculty Development includes over 17 self-directed and instructor-led courses ranging from 2 hours to 5 weeks on a variety of topics related to online teaching, pedagogy, Canvas, and course design.
  • IT Learning and DevelopmentTechnology training for Canvas, Zoom, Kaltura and more

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