Distance Learning & Instructional Technology

Dual-Audience Teaching

Dual-Audience Teaching

What is "Dual-Audience Teaching"?

The phrase "dual-audience teaching" can have different meanings depending on the context. In this particular case, this refers to the scenario where a portion of the students will be attending course session in-person and the remainder of the students will be attending remotely from alternate locations.

This scenario will be present in several of the 1000-level and 2000-level courses offered in the Fall 2021 semester as part of the UNT Dallas Return to Campus (RTC) Plan.

This page will be expanded-upon following the Fall 2021 Faculty Development Day on Wednesday, 18-August-2021. Please check your e-mail for information from the Office of the Provost regarding this opportunity.


Is "Dual-Audience Teaching" Really That Different?

This is a complex question with a complex answer. The subject-matter and material an instructor teaches as part of their course is no different. However, the delivery of that subject-matter and material will need to be adjusted to ensure sound pedagogical principles are met.

When delivering instruction to a dual-audience course, there are a few things to keep in mind:

  1. Synchronous Delivery - All students, regardless of where they are physically attending the assigned course session from should be expected to "arrive" on-time. For in-person students, this means arriving to classroom/lecture hall on-time. For remote students, this means being on the ZOOM call on-time ready at the start of the assigned meeting time.
     
  2. Attendance - Take attendance as usual for both audiences. It will be very easy to see if/when an in-person student arrives late or leaves early. It is equally as easy to monitor the remote students after the class by accessing the Call Participation Report.
     
  3. Presence - Students attending in-person can be seen by the instructor as they are physically in the same room. Remote students should be strongly encouraged or required, pending on the opinion of the instructor, to have their cameras on during the class.
     
  4. Engagement - While the subject-matter of the course will not change, the way students potentially engage with that subject-matter will be different. Here are some examples:
     
    • Back-Channel Chat & Discussion with ZOOM - Students can engage in on-topic student-teacher and student-student chat during class presentations. Students can ask questions and the instructor or their peers can answer.
       
    • In-Class Group Work with ZOOM Breakout Rooms - Teams can be heterogeneous with some members in-class and others participating remotely. Teams can leverage tools such as Breakout Rooms in ZOOM to meet with their in-class counterparts moving to alternate locations just like they would have if everyone had been meeting in-person.
       
    • Collaborative Documents with Microsoft Office 365 - Enrolled UNT Dallas students have access to the full Office 365 suite of products. This includes applications such as Word, Excel, and PowerPoint.
       
    • Polling with PollEverywhere or Vevox - There are several different polling tools that are easily accessible to all participants. It is strongly encouraged to NOT use the polling tool in ZOOM in a dual-audience setup as the devices used by the in-class participants will interfere with the ZOOM call.
       
    • Clicker-Style Questions with Kahoot! - To help gauge understanding, quick clicker-style questions can be used as part of the instruction. These type of questions can be presented using polling tools or tools such as Kahoot!, which give a more competitive twist to the questioning.
       
    • Student Presentations - Student presentations of work, whether individual or group, can be easily presented using the standard classroom presentation equipment and ZOOM. In-class students would present from the classroom presentation podium while remote students would present from their computer with co-host permissions.
       
  5. Fidelity - During the time of remote instruction, some courses were "adjusted" to facilitate the remote delivery method. In some cases, this resulted in the course not being able to be taught to its fullest potential and/or fidelity. Call on students to return to higher-order learning skills and a return to pre-COVID levels of fidelity to instruction.
     
  6. Community - As an instructor, it can be challenging when only half of the students are physically present in the room with you. It is strongly recommended not to group or isolate students based on how they are attending course sessions. Mixed groups are encouraged. Establish a sense of whole-class community with all of the students. Develop an environment where the in-class students and the remote students feel that they are all learning together.

Faculty Workshop

A 2-hour presentation with live Q&A will be provided in a dual-audience format on Wednesday, 18-August-2021. Additional workshops on how to administer secured synchronous exams to dual-audience classes will be provided in Week 5 of the Fall 2021 semester.