Virtual Classroom: online active learning sessions - Guidance for Students

Created in September 2021, to be reviewed annually.

Definition

The term virtual classroom is defined as any session for active learning where at least some if not all of the students are online, such as a seminar, workshop or tutorial. These sessions normally require multiway communication between the lecturers/facilitators and the students.

It does not refer to lecture formats which are characterised by the lecturer/facilitator providing information to students, or communication that is one-way

Recording

Virtual classroom sessions will not normally be recorded. Students have indicated that they feel more comfortable participating when the session is not being recorded. It is also often difficult to record these sessions as they make use of techniques such as ‘break-out’ rooms, where the session splits into several simultaneous sessions.

If you do need to have a session recorded, please speak to the lecturer/facilitator in advance of the session, who will explain if this is possible or not (it will depend on the nature of the session). If it is possible they will seek the permission of all participants to record the session and only do so if this is received.

We want classes to run well for all students and appropriate adjustments will be made for those with a disability, by registering with disability services.

Web cameras

The recommendation is that web cameras should be on for both staff and students in the virtual classroom. This aids communication as all can see non-verbal cues (i.e. nodding along or confused looks). It helps to build relationships. Research indicates this is helpful for learning and it is better for wellbeing as it fends off loneliness and isolation. It can also be helpful for anyone who uses lip-reading.

We recognise that there may be circumstances where it is not possible to turn your camera on. In those cases you should indicate that to the lecturer/facilitator and/or the class as you feel comfortable doing.

If you have a disability that prevents you from having your camera on, such as this exacerbating your underlying anxiety, this will be identified as an adjustment for you when you register with Disability Services.

If you do not have a web camera you can use your mobile phone as one. If you’re facing financial barriers to using a webcam, please contact Student Funding.

Responsibilities of staff and students within the virtual classroom

• Arrive at the virtual classroom ready to actively participate in learning.
• Behave in a professional manner – using only language appropriate to the University setting, that includes what is spoken and what is written in the Chat areas or similar.
• Respect all members of the virtual classroom, there should be no offensive behaviours nor personal comments.
• Consider your own environment for accessing the virtual classroom. In particular, if the class involves any sensitive or confidential information (such as patient data) make sure you are in a place where you cannot be overheard and the video cannot be overseen. Space for this can be booked in the library.
• If you wish to contribute identify yourself using the hand raising tool.
• Identify yourself before speaking and encourage everyone else to do the same if possible.
• Mute microphones when not talking to reduce background noise.
• If using a mobile phone, avoid using the speaker phone – this can lead to echo and poor audio quality. You may find a wireless headset useful in this situation.
• Keep language clear and simple for more accurate captions, for those who require them.

Further reading

• Castelli, F. R., & Sarvary, M. A. Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution.
• Reich, J., Buttimer, C. J., Coleman, D., Colwell, R., Faruqi, F., & Larke, L. R. (2020). What's lost, what's left, what's next: Lessons learned from the lived experiences of teachers during the pandemic. 
• Tsai, H.-H., Tsai, Y.-F., Wang, H.-H., Chang, Y.-C., & Chu, H. H. (2010). Videoconference program enhances social support, loneliness, and depressive status of elderly nursing home residents. Aging and Mental Health, 14(8), 947–954.