Thoughts on Teaching Online Classes

Looking back at my experiences, both as a teacher and a student, there are many little details that help for having a successful online class. One of the first deciding factors in how to develop the class is between synchronous and asynchronous classes. While I think there is a place for both, I tend to favor the synchronous versions as the students become more engaged as a class as opposed to a permanent homework situation. The following are elements for each of the two types of on-line class for consideration when putting together a successful course.

Synchronous:

Make the webcam mandatory for class with only a few exceptions for short periods. This will help the students connect as a class when they can see each other and know they are not alone. They also will need to dress for a class which can help set the proper mentality.

Limit the class sizes to allow for better chances to include all the students in discussions easily. If there are 60, 100 students or more, it becomes harder to manage including students and becomes more of a webcam show. The ideal number though will depend on the teacher and subject.

Include methods for the students to participate in the class. One option is discussion groups or breakout groups. By having students put into smaller groups to work out a topic will keep them active. Other options could be having the students create presentations where they can share their screens and participate in the class. These types of activities provide opportunities for the students to participate and be engaged with their classmates similar to a classroom experience.

Keep software instruction (how to use a specific program) to a minimum. It is difficult for students to follow the software on their own computers while watching the screen for the class. Unless students have a dual monitor set up the screen space is not there. These can be replaced with some short video links for them to watch later. (or potentially allow time in class to see the video and the can rewatch later)

Record the class, but not as a replacement for attendance, but a review for students to hear the lecture or discussions again. It may also be edited down to just the salient points before posting.

There should be reference videos online for reference outside of the class time. These must match the lecture to be relevant. This can come from the previously mention class recording or the software instruction. If neither of those are available, then create some of your own to match the lecture. Do not rely on found videos as they may not match exactly. It is essential to have up-to-date references to videos or articles. As soon as students see a link from 8 years ago or one that is referencing outdated software or materials, they tend to quickly lose interest in the teaching materials.

Be sure to have regular breaks in class to look away from the screen. One 10 min break per hour is what seems to work from my experience. No more than an hour and a half at most without a break.

Do not try to stretch lectures to fill a time slot. Filler material online is the quickest way to put someone to sleep in class. With that in mind, if the class is 3-4 hours in time, then it might be useful to break it in half with an activity in the middle to allow a break from trying to watch a lesson the whole time. The activity could lead to the students presenting or sharing in the second half of the class.

Asynchronous:

Design the class as an independent study as opposed to a classroom class. Do not simply put a classroom designed class online and expect students to follow it. They must have proper materials and direction for a guided self-study, hence the approach to the initial course design.

All links to materials MUST be current and relevant to that lecture.

There should be some sort of instructor video or online written description of their goals for that week or session to guide them through what they will watch or read in any accompanying links or documents. This will guide them as to what they are supposed to be learning and help reduce potential confusion if the links are complex or have many different elements. Do not just provide material on its own for students to figure out.

Students need to see or hear from the teacher regularly. This can be video or written postings directly to the class from 1-3 times per week.

The teacher should have an online period available to meet with students each week should they need it or at least an ability to set up an online appointment to help. Those that use it will be much more successful than those who ignore it.

There can be large projects, but there should also be weekly assignments for students to do and stay engaged with the class on a regular basis. More advanced students may be able to handle larger projects than intro students who are still learning how to time manage.

Have explanations as to why they are reading/watching something. This should combine with the weekly goals above.

All emails and postings should have a fast response. At least within a one-day time frame. If the teacher does not respond, then the students will quickly put the class on a lower priority for their time.

While these thoughts are not all inclusive for online teaching, they are meant to help a class be more successful. It is always best to know your students and plan accordingly to what fits them the best.