PHASE 4 - Procedure

In an online course, students do not have the opportunity to get to know each other before class or in face-to-face conversations. The possibility of exchanges between students is therefore a real challenge. In particular, it is a question of multiplying the opportunities which allow students to exchange their points of view on a subject of the course or on activities. The teacher can also put in place methods to monitor the success of these exchanges.

• Organize an icebreaker activity. Students can present themselves informally on a forum or orally by activating the camera during a synchronous session.
• Schedule group discussion sessions between students.
• Encourage students to use forums for discussions.
• Encourage students to answer their peers’ questions posted on the forums.

• Create Teams Channels for discussion in small groups..
• Forum on Moodle..

• Limit the size of exchange groups.
• Identify the means of communication used by students.

The teacher communicates to the students the information on the progress of the course. This information is considered a benchmark for students during the semester and helps reinforcing their attendance.

• Share information (RAUE, assessment methods, communication plan) in the EU Moodle space which is a point of reference for students.
• Send a welcome message to students via the Announcements forum. This message may include, for example: a brief overview of the course, a summary of expectations for online engagement, how to access the course, etc.
• Send messages regularly via the Announcements forum (at least one message per week). These messages can include course progress, due dates for activities, changes in plans, etc.

• Forum on Moodle. or on Teams (Post).
• Moodle Calendar or Planner on Teams

• The teacher will specify at the beginning of the course the means of communication.
• Multiply the ads and do not hesitate to duplicate them.
• Activate email notification on the Moodle forum or use the @mention in Teams (@student_name or @group_name).

In a synchronous session, teachers and students meet at the same time and interact in real time. A teacher organizes a synchronous session when he wants to engage in a discussion with the students or interact with them about the teaching material. A synchronous session therefore requires specific animation in order to maintain active learning.

• Share and scroll through course slides.
• Share your entire screen to show the use of a specific software or application.
• Activate your camera. This option captures the attention of students.
• Use several quick polls during the class session. Display the results and comment with the students.
• Use the whiteboard to visualize thoughts, concepts, write down ideas, explain and teach, plan and create in the group, solve a problem and many other things.
• Divide students into smaller groups for discussions, group projects, and more (Breakout Rooms in Zoom or Channel in Teams) to undertake an activity in groups.
• Encourage students to use the virtual feature (raise your hand) to ask questions.
• Encourage students to post questions on the forum or in the “Chat” discussion area, check this forum periodically during the session and answer questions.
• Record the class session and make the recording available to students immediately after the session is over.

• Functions in Teams: document sharing, creation of Channels, whiteboard.
• Recording sessions with Teams (5.) and editing on Stream.
• Quick poll with Teams, Kahoot.com…
• Schedule A Session Via Teams

• Assign the “Attendee” role to students in order to limit sharing rights in Teams (when planning the session via Outlook).
• Mute your own microphone when you are not speaking in the session.

One of the principal advantages of asynchronous online learning is that it offers more flexibility, allowing teachers to provide teaching materials online and learners to engage in learning activities at their convenience and work at their own pace. Asynchronous activities are less problematic with poor Internet connectivity (which is not the case for synchronous learning). They are typically used when the educational content is informative or when the interaction does not require the simultaneous presence of all participants.

• Prepare debriefing videos that present the subject of the week's course as well as the planned activities.
• Propose a typical schedule for the asynchronous activity to help students better manage their schedule.
• Encourage students to use forums to interact asynchronously with educational content.
• Specify the deliverable expected at the end of the asynchronous activity and the type of assessment (self- assessment, peer-assessment, group discussions, etc.).
• Ask for a report that reflects the involvement of all participants in an activity.

• Sharing on Moodle and forum.
• Use Moodle calendar or Planner on Teams

• Set a schedule for answering student questions.
• Communicate in a formal and professional manner.
• Avoid intrusive tools such as WhatsApp.

In an online course, feedback promotes the progression of learning and positively impacts student motivation. It also helps to keep them engaged during complex learning tasks.

• Provide regular feedback, for example at the end of each course module.
• Use appropriate means for feedback: synchronous discussion, annotated text, etc.
• Provide personalized feedback for each student (call on Teams).
• Develop questionnaires with self-correction that guarantee very rapid feedback to students.
• Take advantage of the feedback to present the student with remedial strategies (additional exercises, parts of the course to review).

• Forum on Moodle. or on Teams.
• Audio, video or text media..

• Moodle provides a number of reports to track student participation and to gain insight into how learners are interacting with course material. It is recommended to refer to "Course participation", "Completion of the activity", "My comments", etc. to monitor student engagement.