Hi, @ericwhitmer ! This is a great question but since there isn't a single correct answer I have converted it to a discussion. To get things going, one thing that comes to mind for me is that the instructor and students may benefit from pre-recorded segments of the planned lecture and then an opportunity to ask questions and engage with the material in real-time later. Most computers and mobile devices have a way to record videos and then those videos can be uploaded as files to Canvas. The instructor may also want to look for existing media that covers the same, or similar, material as the planned lecture. Creating pre-recorded segments of the lecture is a great alternative, but this sort of media will be most accessible if it includes subtitles. Creating those subtitles can be time-consuming so using existing material is a good way to handle that concern.
Recording the lecture will benefit learners who are not able to be present during the synchronous learning time or for some reason are not able to process the information during the lecture. Short recorded segments of the lecture can help with some learners attention spans. It can provide a chance to pause and reflect or go back and review the material presented and it will also make it easier for the instructor to get started with making recordings that don't require much if any, editing.
Providing the learning material before the synchronous learning time can empower the learners and allow for conference time to be leveraged for other things activities. This strategy shares some elements of "flipping the classroom" so more research along these lines may also lead to things that will benefit the learning experience in the online environment for the instructor and the students.
