This mode of instruction consists of materials and interactions where all students and instructors are remotely accessing synchronous and/or asynchronous experiences.

A course with fewer than 50 students that meets face-to-face and includes some percentage of students participating remotely during the same synchronous session. Classes are recorded for asynchronous learners. Students who are face-to-face may rotate by day of the week to give on-campus students equal opportunity to attend class. The number of students in class on any given day depends on space availability and student preference.

New to Zoom? Download the Zoom application, and log in with your Onyen account. Visit Zoom\'s Help Center. There you will find: an in-depth Getting Started Guide a collection of one-minute video introductions a link to the free, interactive, live training webinars Zoom hosts daily a useful Zoom Meetings Training Reference Guide (PDF) Review UNC\'s suggestions for Teaching with Zoom: Settings and Features and other tips for Using Zoom for teaching at UNC. Consider Gillings School of Global Public Health\'s General Tips for Successful Remote Conferencing. For offline reference, download this useful Zoom Meetings Training Reference Guide (PDF). More Zoom Topics: Zoom Settings Securing Zoom Pre-recording Presentations on Zoom

Face-to-face (F2F) class meetings are most similar to the traditional residential classroom experience. However, social distancing requirements will reduce the number of available seats in each classroom. If classroom space cannot accommodate all enrolled students for a course, students may be asked to rotate between in-class sessions and remote learning options (hybrid format).

his mode of instruction mixes remote instruction with smaller recitation sections that can be offered as some combination of remote and F2F. If there is only one recitation section for a course, it should be offered in HyFlex mode.

Exams can be heavily impacted by a remote approach to instruction, particularly in regards to considerations around proctoring. As you begin planning your exams, the following best practices and answers to frequently asked questions may be helpful. You can also reach out on the help forum or schedule a consultation to discuss how you might approach your assessment. Scroll down for answers to Frequently Asked Questions.

Exams can be heavily impacted by a remote approach to instruction, particularly in regards to considerations around proctoring. As you begin planning your exams, the following best practices and answers to frequently asked questions may be helpful. You can also reach out on the help forum or schedule a consultation to discuss how you might approach your assessment. Scroll down for answers to Frequently Asked Questions.

Now that I know how to use Zoom, how can I use it to teach? Important note: processing time for Zoom recordings has been taking 24 hours or more in some cases. Just as in the classroom, it is important to proactively set expectations and etiquette for your Zoom sessions. You may want to set expectations about participation, speaking, muting and unmuting, webcam usage, chat and more. Both what students can expect from you and what you expect from students. Don’t worry, all of this and more is covered in this guide! This collection of tips and observations from hands-on experiences teaching with Zoom is revised for faculty at UNC-CH from the original guide compiled by a group of faculty at the University of Southern California: Patrick Crispen, Patrick Dent, Anitha Cadambi, Francis Pereira, Alison Chu, and Maryann Wu.