“The course syllabus was really useful as a contract between the instructor, the students, and me as the TA . . . It was really long, but everyone knew where to go to find information about how the course would run, how we would deal with technology challenges, how we would deal with marking challenges, etc.” - TA contributor to this module

Teaching synchronous online classes can involve technical and logistic challenges as well as some opportunities that may not have come up before in your course. TAs can help manage some of these challenges, allowing you to focus on leading the class instead of solving technical issues.

What contributions could your TAs offer?

For synchronous sessions, your TAs might:

Assign students to break-out groups.
Monitor the chat and bring relevant questions to your attention.
Support students who experience technical difficulties.
Post links or notes in chat for you.
Set up polls. Check responses and relay them to you.
Keep a class moving forward in the event you experience technical difficulties and need to re-connect, restart your computer, or join in from your phone.

For asynchronous work, your TAs might:

Monitor student engagement or participation (such as participation in discussion and activities on self-paced online quizzes) and let you know about students who may be behind or struggling.
Provide logistical support around grouping students, monitoring contributions, etc.
Prepare and post announcements to your course.

Questions to consider

What expectations do you have for your TAs when managing course logistics or technology?

To what extent do you expect your TAs to provide technical support to your students?
How will you clarify and confirm the role you expect your TAs to play in managing your course logistics?
Consider how you and your TA will communicate during synchronous sessions. Should they keep their mic on, or privately message you?

What general expectations do you have for your TAs?

How do you want your TA to notify you and the students if they will be delayed or absent at any time?

What skills or training might your TAs need?

Provide your TAs with information on how to access support units (e.g. Vancouver: LT Hub, your department's instructional support unit, or AV services. Okanagan: Centre for Teaching and Learning or IT, Media and Classroom Services).
Share resources on how to navigate the tools you will be using for synchronous or asynchronous lessons (e.g. how to set up break-out groups in Collaborate Ultra, how to set up a poll in Zoom, how to group students on discussion boards, etc.).
Provide your TA an opportunity to practice before supporting you in a ‘live’ class.

What resources do your TAs need to do this?

Make sure you give your TAs the necessary permissions in your course and/or communication tools (e.g. to post course announcements, to set up break-out groups).
Make sure TAs have access to the slides you may use, lecture notes, activity plans, etc. if you want them to continue a synchronous teaching session in your absence.