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CENTER FOR EXCELLENCE IN LEARNING, TEACHING AND ASSESSMENT

REMOTE TEACHING ACTIVITIES

for Hofstra Faculty

Whether you’re teaching a fully online course, navigating a hybrid format, or shifting to remote instruction due to campus closures or unexpected circumstances, this guide offers practical strategies to keep your ÌÇÐÄ´«Ã½ engaged and learning. 

Before You Begin: Communicate Clearly

Let ÌÇÐÄ´«Ã½ know what to expect. Post an  in Canvas as soon as you know class will be remote. Include: 

  • How class will be held (live session via  or asynchronous activities in Canvas) 
  • What ÌÇÐÄ´«Ã½ need to do and by when
  • How to reach you with questions 
  • Clearly communicate access details for Zoom sessions: Post the Zoom link in Canvas and/or email it to ÌÇÐÄ´«Ã½ in advance of each session to ensure all ÌÇÐÄ´«Ã½ can easily join. 

Tip

Use and inform ÌÇÐÄ´«Ã½ that they can so that they receive email alerts automatically

Synchronous Activities (Live Sessions)

Best for: Real-time discussion, immediate feedback, maintaining class community

Discussion-Based Class via Zoom Host your regular class session virtually. Use Zoom’s breakout rooms for small group discussions, then reconvene to share insights. This works well for seminars, case studies, or problem-solving sessions.

Live Q&A or Review Session Rather than lecturing, open the floor for questions. Have ÌÇÐÄ´«Ã½ submit questions in advance through a Canvas or use Zoom’s and features during the session.

Think-Pair-Share Online Pose a question, give ÌÇÐÄ´«Ã½ 2 minutes to think, send them to breakout rooms in pairs for 3–5 minutes, then bring everyone back to share responses with the full group.

Tip

First time using Hofstra Zoom? Go to and login with your Hofstra credentials (SSO) to activate your account!

Collaborative Problem-Solving Share your screen with a problem, case, or scenario. Work through it together as a class, asking ÌÇÐÄ´«Ã½ to contribute steps or solutions via chat or unmuting.

Asynchronous Activities (Flexible Timing)

Best for: Accommodating different schedules, deeper reflection, ÌÇÐÄ´«Ã½ with connectivity challenges

Discussion Board Prompt Post a thought-provoking question in Canvas Discussions. Require ÌÇÐÄ´«Ã½ to post an initial response and reply to at least one classmate. Set a clear deadline (e.g., initial post by Wednesday, replies by Friday).

Video Mini-Lecture + Reflection Record a brief 10–15 minute video covering key concepts (use , , or your phone). Pair it with a short written reflection or quiz in Canvas to check understanding.

Reading or Media Analysis Assign a reading, podcast, or video. Have ÌÇÐÄ´«Ã½ complete a structured response: What’s the main argument? What questions does it raise? How does it connect to course themes?

Peer Review Activity Have ÌÇÐÄ´«Ã½ submit a draft or short assignment, then assign them to review a classmate’s work using criteria you provide. This builds critical thinking and reduces your grading load.

Concept Mapping Ask ÌÇÐÄ´«Ã½ to create a visual map showing relationships between key concepts from the unit. They can use free tools like , , or even paper and a photo upload.

Tips for Success

  • Keep it simple. One well-designed activity is better than several rushed ones.
  • Design with Universal Design for Learning () in mind.
  • Consider the needs of ÌÇÐÄ´«Ã½ with disabilities, English language learners, and those with caregiving responsibilities.
    Account for ÌÇÐÄ´«Ã½ navigating different time zones or varied living situations.
    Designing with flexibility from the start supports all learners — including ÌÇÐÄ´«Ã½ with disabilities, English language learners, ÌÇÐÄ´«Ã½ with caregiving responsibilities, and those navigating different time zones or living situations.
  • Offer asynchronous alternatives.  Not every student will be able to attend a live session. For example, you might record synchronous meetings and share them in Canvas, and offer an equivalent asynchronous activity — such as a discussion post or short reflection — so ÌÇÐÄ´«Ã½ who can’t attend live can still participate meaningfully.
  • Be flexible. Students may face technology limitations, unreliable internet access, or challenging home environments. Where possible, offer low-bandwidth options (such as audio-only participation) and extended deadlines when circumstances warrant.
  • Set clear expectations. Specify deadlines, required lengths, and how work will be assessed.
  • Stay present. Even asynchronously, check in regularly. Respond to discussion posts, send encouragement, and answer questions promptly.
  • Leverage what you know. Adapt familiar in-class activities rather than creating something entirely new.

Quick Links for Faculty

Need Help?

  • Canvas 24/7 Support – Phone #: (877) 241-4253, Live Chat: Within Canvas, click the Help button on the left menu, then click the Chat with Canvas Support (Faculty) link.
  • EdTech Instructional Technology & Design Support – Send an email to help@hofstra.edu to be connected with a member of the EdTech team. Messages are monitored during standard business hours, and a team member will respond as soon as possible.
  • Contact the Center for Excellence in Learning, Teaching and Assessment (CELTA) at CELTA@hofstra.edu for support with remote teaching strategies and pedagogical assistance.
  • Service Now Knowledge Base Tutorials: and

Books and Other Resources for Remote Teaching

These resources were developed in collaboration with the Center for Excellence in Learning, Teaching and Assessment, the Senate Committee on Education and Research Technology, Distance Learning Advisory Committee, and EdTech.

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