Best Practices for Online Teaching
Because it’s not just the content that affects student learning and retention but also the design of the course, we encourage faculty to develop and deliver interactive and engaging courses. Here are a few basic tips for a positive online teaching and learning experience. Please be sure to consult with an Instructional Designer for assistance in developing a high quality online course. If at any time assistance with the online course is needed, please submit a Help Desk ticket. The request will be routed to the correct individual.
Research shows, and our UTEP students consistently comment, that students are more successful and engaged in an online class when the instructor is present. Some effective, but simple, ways to improve instructor presence include:
Videos
A short welcome video is a good way for faculty to introduce themselves to the class. Something quick and captured with a laptop, tablet, or smartphone camera helps students feel welcome and connected to the class.
Meet and greet
Some students enjoy the opportunity to meet each other in social discussion threads. Faculty might consider setting up a discussion thread with a name like cafe, campfire, or lounge or give students a fun prompt that allows them to introduce themselves and share interests.
Help me!
Students can be a great resource for each other when questions arise. Creating a thread where students can post questions about how to do something, when something is due, or for clarification on an assignment is a good way to establish a collaborative environment among the students. Very often, classmates will answer the question before the instructor is able to do so.
Announcements
Weekly announcements are a good way to show students that faculty are engaged in the class and to keep students checking in regularly. These can be alerts to important projects coming up, notifications that grades are available, or congratulations on good work. Too many announcements can be overwhelming, so faculty should plan their announcements thoughtfully. To learn more, follow this link: Announcement Tutorial.
Checklists
Providing a weekly checklist can keep students organized and on track. The checklist should include each of the activities for the week: readings, class discussions, mini-assignments, project scaffolding, and so on. Faculty can also use the checklists to make sure that feedback has been given where and when appropriate.
Details
Extensive instructions on student responsibilities are appreciated by students. Because they don’t have the opportunity to ask questions during class, adding extra details will help them feel more confident that they are understanding their work.
Low-stakes assignments
Courses that require students to complete a few high-stakes projects often put undue stress on the student and do not necessarily promote deep learning and retention of information. Faculty should consider assigning a series of low-stakes assignments that give students the opportunity to test out ideas, scaffold their work, and engage with their classmates. These don’t all have to be “graded” the same as a test or a major project. Students might receive participation points or receive a pass/fail grade.
Regular feedback
Whether it’s in a face-to-face class or an online one, students are often anxious to receive feedback on their performance. Faculty can alleviate this anxiety by commenting on and/or returning feedback to students on a regular schedule. Sometimes this feedback may be extensive, but other times it may be quick. Faculty can let students know when to expect feedback to help mitigate questions about the timeline.
Collaboration
Providing students the opportunity to work together in a class not only helps them feel connected to the course, the classmates and the instructor, but it also helps them to develop collaboration skills and strategies for learning and working in a digital world. Faculty should not assume that students will know how to do this right away. Working in groups can get messy and become frustrating). Faculty can help students by providing tips and guidance.
Live sessions
Unless students are aware in advance of the expectation, faculty should not require students to be available at a certain time and location. However, providing the occasional opportunity to meet with the faculty member or with other students can increase student engagement. Using Zoom, students can meet with faculty during office hours, participate in group work such as peer reviews, or make presentations to a live audience. Faculty should keep in mind that students may be logging in from locations across the world, so time zones will play a factor in students’ availability. To learn more, follow this link: Zoom Tutorials.
Live sessions should be recorded so that students can review the material at a later time.
Edge Advantages
The UTEP Edge is a campus-wide student success initiative built on the ideas that educate talented students, offer enriching experiences, and promote lifelong success. UTEP Connect and the Center for Instructional Design have been developing ways to incorporate Edge Advantages into online courses. For more information, see the Online Edge Guidelines document, Edge Advantages rubrics, and other materials on the Center for Instructional Design website.
Flexibility and patience
While online students should be held to the same standards as face-to-face students, faculty teaching an online class should remain flexible and exercise patience. If this is the first time a student has enrolled in an online class, it may take a bit of time until she or he feels comfortable with the learning management system and with self-regulating habits required to keep up with the work. Working with these students to get on track will be to everyone's benefit by the end of the semester.
Formative feedback
Student feedback helps faculty improve their courses and instructional strategies. While end-of-semester summative evaluations are used to improve future iterations of a course, formative assessments (such as midsemester evaluations) enable current students to also benefit from positive adjustments.
Course accessibility
Just as in a face-to-face course, students with a range of abilities will enroll in online classes. In addition to wanting all students to have access to course materials and activities, Section 508 of the American with Disabilities Act requires us to do so. Blackboard Ally is a tool designed to evaluate and improve the accessibility of courses. Ally provides easy-to-follow instructions for remediation of content that may not be accessible to users. More information about using Ally is provided on the Technology Support Help Desk website.
Due dates and times
Because many online students work or have other obligations, consider setting due dates at a time that reduces anxiety for students. Late in the evening, perhaps 11:59 p.m., and on the weekend allows online students a bit of flexibility for completing their work.
Outside events and activities
Asking students to participate in an outside event or activity can be a valuable addition to a course. However, faculty should keep in mind that UTEP Connect students may be located in the El Paso region, across the United States, or anywhere in the world. Students should not be required to come to campus to conduct business or attend class-related functions on or near the UTEP campus. If attending an event is an important part of the course, faculty should ask students to identify an appropriate event or location and seek approval prior to going.