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This section addresses the following questions:
While a comprehensive redesign is= more effective than taking an existing module and putting it online, in ca= ses where this is not possible=E2=80=94as in the present COVID-19 situation= =E2=80=94there are fortunately a number of options and formats available fo= r teaching online, two of which are especially relevant. Instructors have t= he choice of either engaging in asynchronous or synchronous teaching=E2=80=94or in a combination of both. =
In reality, a combination of asyn= chronous or synchronous teaching is likely to be better than using only a s= ingle approach. Combining both allows for a mix of different ways of teachi= ng that, though they may in some ways not succeed as well as a regular face= -to-face classroom session, still allows for flexibility in meeting student= s=E2=80=99 differentiated needs.
Distributing class notes and othe= r materials to students, including recorded segments, can support students = by providing them with concrete learning artefacts and spaces for thought a= nd reflection. On the other hand, synchronous, real-time interaction helps = to provide mutual support, including possibilities for collaboration and di= scussion as well as problem-solving and question-and-answer review sessions= .
The following section provides some suggestions on key areas to co= nsider when planning the module and the classes.