The coronavirus (COVID-19) pandemic has required faculty and students to adapt to an unprecedented challenge and rapidly transition from traditional face-to-face instruction to distance learning formats through virtual classrooms. While most campuses trained faculty to ensure quality and maintenance of the curriculum through virtual classrooms, less consideration has been given to training students, who face equal challenges in adapting to this abrupt change in the delivery of the curriculum. Few approaches have been developed for students to facilitate their involuntary transition to virtual classrooms and maintenance of appropriate online learning behaviours and etiquette. Presented here are a series of propositions to help to maintain and enhance the quality of college student engagement and activity in the virtual classroom. These guidelines are from one example of the State University of New York public educational system perspective, at the pandemic’s epicentre, while serving a diverse student population. Initiating a meaningful dialogue between faculty, who are engaged in efforts to cope and adapt to the pandemic, may prove useful in re-envisioning and re-designing future curriculum. This may facilitate future discussions on creating best practices guidelines for asynchronous/synchronous virtual classrooms post the pandemic. The present rapid communication suggests a framework for faculty to develop such guidelines to address the current gap in the literature.

冠状病毒（COVID-19）大流行要求教职员工和学生适应前所未有的挑战，并通过虚拟教室迅速从传统的面对面教学过渡到远程学习形式。虽然大多数校园都对教师进行培训以确保通过虚拟教室确保课程质量和维护水平，但对培训学生的考虑却很少，他们在适应课程交付方面的这种突然变化时面临着同等的挑战。很少有方法可以帮助学生非自愿地过渡到虚拟教室，并维持适当的在线学习行为和礼节。这里提出了一系列建议，以帮助维持和提高大学生在虚拟教室中的参与和活动的质量。这些指南从纽约州立大学公共教育系统的角度出发，在大流行的中心，同时为多样化的学生群体提供服务。在致力于应对和适应大流行的教职员工之间发起有意义的对话，可能对重新设计和重新设计未来的课程很有帮助。这可能会促进以后关于在大流行之后为异步/同步虚拟教室创建最佳实践准则的讨论。目前的快速交流为教师发展这样的指导方针提供了框架，以解决当前文献中的空白。在致力于应对和适应大流行的教职员工之间发起有意义的对话，可能对重新设计和重新设计未来的课程很有帮助。这可能有助于将来在大流行之后为异步/同步虚拟教室创建最佳实践指南的讨论。目前的快速交流为教师发展这样的指导方针提供了框架，以解决当前文献中的空白。在致力于应对和适应大流行的教职员工之间发起有意义的对话，可能对重新设计和重新设计未来的课程很有帮助。这可能有助于将来在大流行之后为异步/同步虚拟教室创建最佳实践指南的讨论。目前的快速交流为教师发展这样的指导方针提供了框架，以解决当前文献中的空白。