Course Continuity

Since the COVID-19 pandemic, York University has suspended all face-to-face instruction. Course directors teaching summer courses will do so remotely. For more information and additional resources on remote learning, visit the Going Remote website: You can also scroll down to see useful suggestions for converting face-to-face teaching and learning activities to online (synchonous and asynchronous) delivery formats.

For more information and additional resources on remote learning, visit the Going Remote website:

Pour des ressources en français, veuillez visiter:

Teaching Commons Virtual drop-in hours daily, M-F 10am to 12pm:

Learning Technology Services (LTS) is also offering virtual drop in sessions daily (Monday-Friday). More information, including hours for each day and a link to the Zoom office hours room, can be found at

Contact Information for Technical and Teaching Supports:


Teaching Commons:

LTS : or

For a fulsome list of contacts and supports visit:

Tips related to Moodle and Electronic Communication

  1. Moving courses online during course suspension is a great York-specific resource for leveraging Moodle for anything from making course content available to communicating with your students.
  2. You can see your Moodle courses here, and access general Moodle help here.
  3. Take advantage of Zoom and Microsoft Teams for connecting with students in real time.
  4. Consider offering virtual office hours via Zoom.
  5. Learn more to manage the control and privacy of your Zoom meetings by reviewing this article from Zoom

General Tips for Preparing for Online Teaching

  1. You may want to use this Course Completion Plan Assistant to help you decide how to deal with the end of term offsite.
  2. Where possible, consider opting for asynchronous (occurring independently but within a set timeframe) online activities rather than synchronous (requiring all students to meet online at the same time). This will minimize the need for make-up work and reduce the impact of any technical issues.
  3. Consider your course assessments. Are there alternative ways that students can demonstrate their achievement of the course learning outcomes (e.g. submit a video instead of a face to face oral presentation, reflective writing, photo essay, research report)?
  4. Remember that communication is a two way street – it will be important to consider how you will be communicating with your students but also how your students will be able to contact you.
  5. Provide students with time to adapt when making changes to the delivery of a course. They may need to make changes to their living environment in order to participate online (e.g. children who need attention, access to a suitable computer, a quiet place to work, etc.).
  6. Develop a plan for how you can be flexible around deadlines.
  7. For a summary of simple tips,  download this handy PDF chart titled Online Teaching: Do This Not That.
  8. For tips for accessibility when moving to online course delivery, refer to these documents from Student Accessibility Services:Accessibility Resources for Students in Online Learning Tips for Accessibility when Moving to Online Course Delivery
  9. Learn the latest on how to access eResources on York University Libraries and librarian support for research, teaching, and learning on the main library website
  10. For tips on navigating copyright concerns when moving courses online, refer to Copyright Tips for Transitioning Your Courses to an Online Format.
  11. For tips on encouraging and maintaining academic integrity when moving courses online, refer to this recorded webinar, Going Remote with Integrity (Note that this webinar was recorded in the US so some technologies and other policies/caveats may only apply in that context)

There are many ways to approach online teaching. The following is a list of ideas to get you started.


Face-to-Face Plan

Synchronous Online Plan

Asynchronous Online Plan

See this link to view an online tutorial about Planning to Assess (When everyone is stressed…)

For information about adapting course assessments to an online format, visit, which includes a video tutorial on re-imagining invigilated exams

McGill University has created a site detailing Five Principles for Making Decisions about Assessment in Challenging Times that offers important considerations for adapting your assessment strategies.

Use online chat rooms in Moodle to host real-time q&a sessions and office hours Course announcements in Moodle create a record of communication, and are sent directly to students’ email

Create a FAQ for students with commonly asked questions or concerns

Sharing course materials
Most types of course materials can be easily shared via Moodle.

In-class lecture
Present lectures in real time using Zoom, now integrated into Moodle, instructions on using Zoom to schedule and deliver lecture a Zoom is available here.

*At this point in the term, it may not be best to simply record lectures. You may want to consider asynchronous methods of sharing information.

Record your lecture using

Zoom or narrated PowerPoint and post it in Moodle

Zoom is now integrated into Moodle, instructions available here

Keep online lecture recordings to 15 minutes or less to help keep students’ attention and to minimize the required processing time for recordings via Zoom.

Instructors must share the following information with students before the session (recorded or not). Please copy and paste the following into a message for students:

  • Zoom is hosted on servers in the U.S. This includes recordings done through Zoom.
  • If you have privacy concerns about your data: a) provide only your first name or a nickname when you join a session and b) keep your camera off and microphone muted.

Always let students know you are recording at the beginning of the session, so they are aware any participation (anonymized or not) will be captured as well.

Schedule student presentations or oral exams with individuals or small groups to grade in real time using Zoom

Assign real-time peer review groups or pairs using breakout rooms in Zoom

Convert face-to-face tests and quizzes to online using Moodle, which can be automatically graded

Use the Workshop tool in Moodle to run peer review over a longer time span.

Use Crowdmark to electronically manage the grading of student assignments and exams alone or in teams.  See resources for Using Crowdmark for Online Assessments  via Moodle.


Small group work, discussions, or seminars
Use Zoom to host class discussions and seminars, and use the breakout rooms to facilitate small groups work in real time. Create a prompt for students to respond to in a Moodle discussion forum

Use free annotation tools like or Perusall

Use the Wiki tool in Moodle to substitute online private group work/space for any in-class group work


Supports for Students

Adjusting your Study Habits During COVID-19 (University of Michigan)
Learning to Learn Online (Kwantlen Polytechnic University)

Online Learning and COVID (Learning Skills Services)

Online Communities for Faculty
 Keep Teaching (Curated by the Society for Teaching & Learning in Higher Education)
The Online Learning Collective (Primarily US-based with a variety of tools and resources)