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Center for Integrated Professional Development

Strategies for Leading Synchronous
Class Sessions Online

This page provides instructors with strategies and considerations for leading synchronous class sessions. Below are three key elements to keep in mind when preparing for and conducting synchronous classes:

  • Course design and learning objectives
  • Student privacy and accessibility
  • Online meeting behaviors

Focus on course design and learning objectives

Before teaching a synchronous session, start by reviewing your overall course design and learning objectives. Having a clear understanding of your goals and course structure will help you determine the most effective approach for each session. As you consider your learning outcomes, think about how to effectively communicate them so that students understand the “why.”

Here are some tips for planning and communicating your course design and learning objectives:

  • Consider the purpose of each synchronous session and how it aligns with your broader course design and learning objectives.
    • For example, will you use a flipped classroom approach? Is the session intended to introduce new material?
  • Include syllabus statements that clearly outline your expectations for synchronous sessions and how these connect to course learning outcomes.
  • Document expectations for student participation in the video conferencing platform.
    • Will you be using Zoom? What should student names be listed as? Are cameras required to be on? How should they use chat? Make these expectations clear and provide easy access for students to navigate to the session.
  • Include links to technology resources on your syllabus and course Canvas page.
  • Share an agenda or overview of each synchronous session so students can prepare in advance.

Prioritize student privacy and accessibility

Teaching a synchronous class session involves important considerations around student privacy and accessibility, particularly when deciding whether to require students’ webcams to be on or to record a session. Below are some tips and resources to guide these pedagogical decisions.

Webcam Use

While requiring webcams may help instructors meet certain learning objectives, it’s important to understand that requiring a webcam to be turned on can put some students at a disadvantage for a number of reasons. For example, students may have disabilities, face technological or economic barriers, or prefer not to display their living environments. Carefully consider whether a webcam requirement is necessary by reviewing the following points:

Tie requirements to a learning objective

Tie the requirement to use a webcam directly to a specific learning objective for a course, making sure to consider other options, as well. Students are more likely to comply when they understand the purpose behind the request. If the learning objectives don't explicitly require webcam use, it’s best not to mandate it.

Create positive, safe classroom environments

Creating a positive classroom environment might not be tied to specific learning outcomes, but it can encourage students to feel more comfortable turning on their webcams. There are many ways to promote engagement in synchronous sessions without requiring a webcam:

  • Have students use chat for responses, respond to small mini assignments during class, engage with peers in breakout room small group discussions, call on students to provide verbal input/commentary, or use polls during live Zoom classes.
  • If an instructor strongly encourages students to use their webcam, explain how it enhances learning in a course that goes further than a requirement.
    • Example: "Using a webcam during the lecture/discussion (insert topic) would support your learning by (explain rationale here)."
  • Webcam usage should not be required to ensure attendance. Instead, include a syllabus statement that:
    1. each student is responsible for all learning content and experiences and
    2. each student is obligated to communicate with their instructor regarding absences.
  • Consider asking students to turn on their webcam only during specific portions of the class, such as when speaking and seeing the student is important.

Give proper notice of expectations

Clearly communicate any expectations regarding webcam use in your syllabus, including potential consequences for not meeting expectations. Ensure you've provided space and time to gather student feedback related to webcam use.

  • Provide proper notice as soon as possible Provide specifics of what is required, the frequency, and any consequences.

Identify alternative options for students

Include options in your syllabus that guide students on how to request accommodation and technology assistance, or to discuss barriers to using webcams. These resources can help ensure equitable access and support:

ISU Resources

Recording a Synchronous Session

Instructors need to take extra steps to protect student privacy and a safe learning environment when recording class sessions. The University's Office of General Counsel has provided the following guidance:

  • Notice of Recording

    If you plan to record a session, share this statement with students:

    “The University wants to make students aware that a course may be recorded by the faculty member for later use. Please understand that each faculty member makes an individual decision on whether recording and/or sharing their class materials is warranted. Any recordings that a faculty member makes available are for use by students enrolled in the class and are for the purpose of individual or group study only. The recordings may not be reproduced, shared with those not in the class, or uploaded to publicly accessible web environments. Please do not independently record the course without prior authorization from the faculty member or an approved accommodation from Student Access and Accommodations Services office.”

  • FERPA and Online Learning

    FERPA (Family and Educational Rights and Privacy Act of 1974) applies to all education records created during distance learning instructional sessions. Under FERPA, educational records can only be disclosed to third parties (which includes posting on social media) with the student's consent or if a FERPA exception applies.

    Distance learning education records could include:

    • Video recordings or screenshots of Zoom sessions
    • Chat or messages identifying students
    • Other types of communications between instructor/student.

    These records should be treated with the same privacy protection as other student records. Do not post FERPA-protected information on social media. More information about FERPA is available on the Registrar's website.

For questions about FERPA and distance learning, contact:

Office of the Registrar at Registrar@IllinoisState.edu
Office of General Counsel at GeneralCounsel@IllinoisState.edu

Set expectations for online meeting behaviors

While video communication tools like Zoom provide powerful ways to supplement face-to-face instruction, they can also pose unique challenges in creating a safe, welcoming, and respectful learning environment.

Communicate Expectations of Behavior

Some students may show poor judgement when it comes to behavior in online learning environments. The online environment may seem, to them, much more akin to certain online social spaces in which uncivil behaviors are tolerated. To prevent this, clearly communicate your expectations for respectful behavior. Emphasize that the same standards of conduct apply online as they do in the physical environment.

If there is an Incident

Immediate Response

If a disruption occurs, it’s important to address it promptly. Once the moment has passed, acknowledge the incident with the class. Often, a simple acknowledgement and moving on is sufficient.

If you need to compose your thoughts, it's okay to say, "I will need to think about this. We will discuss it later." Follow up with an email to the class as soon as possible to reinforce expectations and maintain a supportive environment.

After the Session

Consider what follow-up actions are needed. For more suggestions, refer to the resource: Responding to Challenging Classroom Incidences.

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