Many of us are having to move teaching quickly online (tips here 

if you are still setting

up your course). Once you have your technology in place, take a deep breath. Teaching
online requires different types of interactions with students. We’ve simplified what works
into nine strategies based on research that will help set you and your students up for
success in your newly online course.

1. Know the technology

 This is new to everyone, so be prepared to troubleshoot and let your students
know you are working on it. Take an hour to familiarize yourself with the
technology. Most companies are offering additional training right now.
 Be very clear to students about where they should go for technical support (good
digital technologies will have support services). Make the contact information
readily available, and be prepared to direct students there if they come to you.
2. Expect the unexpected and remain flexible
 At some point technology will fail, whether it is a video chat not connecting or
assignment and/or resource links not working properly.
 Have a backup plan for all assignments and assessments that rely on
technology.
 Be transparent in your communication to students about technology failure. For
example, put a policy in place that outlines the actions students should take if
they are unable to submit assignments due to technical issues.
 Don’t be afraid to solve technical challenges in real time, such as during
synchronous discussions or collaborative real-time activities, to save time.
3. Create and maintain a strong presence
 Send a message to all students, by video if possible, to welcome them to online
learning and reassure them.
 Use video chat rather than basic instant message when interacting with students.
 Get the students talking by beginning discussions in the discussion board, and
then contributing rapid, regular, and open responses to questions.
 Use non-verbal communication such as emojis.
 Complete your profile with professional and personal traits.
4. Set clear expectations for the course
 Online learning is new to the students as well. Make it clear to students how their
grade in the course will be determined now (participation often makes up a much
larger portion of the grade than in face to face classes).
 Set expectations for response time. For example, make it clear that you will
respond to emails within one business day, otherwise students may expect you
to answer an email within a few hours, and disengage if you don’t.
  Share resources for students on how to be an online learner. We have one
from college students and from professors.
5. Establish a sense of comfort and develop a community
of learners
 Students are looking to you to set the tone. Demonstrate enthusiasm and
excitement about teaching the course to alleviate fear, anxiety, and isolation.
 Humanize yourself by posting a welcome video, a biography, photos that tell
stories about what you are doing to keep busy during social isolation, links to
news articles or video clips.
 Encourage each student to personalize their homepage and spend time going
around the class asking students to share information about what they have
posted.
 Incorporate instant messaging, web cameras, blogs and vlogs.
 Ask questions that empower participants to question each other, and elicit rich
discussion.
 Respond to the community as a whole rather than directing all responses to
individual participants outside of the community.
6. Promote reflection and communication through quality
asynchronous discussion
 Return to posted topics that have not been fully discussed and promote
contribution and reflection.
 Monitor participation and contact students individually if they are either not
participating, or are taking over conversations and not permitting contributions
from other individuals.
7. Have a good balance of active leader and active
observer
You will begin the course as the manager of the learning community. As the course
progresses, slowly transfer the responsibility to the community of learners. The online
community building steps in point 4 will help with this. You should also gradually retract
further out of communal discussions.

8. Request regular feedback and be mindful of

misinterpretation
 Check in with your students to see how things are going. You can do formal or
informal surveys to assess attitudes, workload and challenges. Make course
correction as necessary — we’re all learning.
 Use ad hoc quizzes to assess learner comprehension of material.
9. Regularly check content resources and applications
 Regularly check all links, resources, modules, and activities. Online content can
move or change, which can lead to disengagement.
 Assist students who are having difficulty navigating course links or managing the
material spanning across various web pages.
 Model the process of navigating to websites that are not embedded in the
course, and demonstrate how to appropriately manage keeping track of
navigation when jumping from site to site

Instructional Methods for Online Learning

Contents
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1. How Technology Impacts Online Instruction

2. The Logistics of Content Delivery
3. Instructional Strategies for Online Courses
4. Assessing the Effectiveness of Online Instruction
5. Teaching Support for Online Instructors

The differences between online and classroom instruction go beyond medium alone.
How instructors deliver information, interact with students, and assess learning is much
different in a virtual learning environment. Online education demands more
independence, so students must be able to learn at least some of the material when
professors are unavailable. Because online degree programs attract a larger share of
out-of-region and nontraditional students, including working students, parents, and
military personnel, professors must also learn to engage a more diverse group of
learners.

Increasingly sophisticated online courseware addresses many of these differences, but

only when teachers use the right tools in the right circumstances. This section identifies
some of the most common instructional and content delivery methods used in online
degree programs.

How Technology Impacts Online Instruction

Professors new to online teaching occasionally adopt a technology-first approach to

instructional planning. This perspective may complicate the teaching process and result
in poorer learning outcomes. Jared Stein, Vice President of Research and Development
at Canvas by Instructure, advises online professors to prioritize learning objectives
before technology.

“Begin with the end in mind: What do you want learners to have accomplished at the
end of the course? How will they have changed?” Mr. Stein said during an interview with
OnlineEducation.com. “You will want to choose the tools that provide the best
opportunities to learn, practice, and socialize with the least amount of technical
overhead.”

Once online instructors identify what they want to teach, and through what methods,
they can review the online learning technologies available to them and identify those
that complement their goals best. However, not all online courses are structured the
same way: where some allow a great deal of scheduling flexibility, others strive to
recreate a more traditional campus-based course environment online. Professors must
consider these factors when choosing instructional tools and methods.

The Logistics of Content Delivery

One of the features that makes online degree programs unique from campus-based
programs is that students do not necessarily have to report to class during scheduled
sessions, but some learners still prefer live, interactive courses that are simply more
accessible. Technology allows colleges and universities to deliver courses in either
format—something that impacts how professors teach online courses. Dr. Susan
Aldridge, president of Drexel University Online, suggested virtual tools can also help
online schools recreate the campus based learning experience online.

“In many ways, online learning at Drexel is similar to on-ground learning. Our virtual
students follow the same curriculum, study with the same faculty, and turn in the same
assignments as their on-campus peers,” Dr. Aldridge told OnlineEducation.com. “They
are simply earning their degrees from a distance in a virtual classroom rather than a
physical one, and communicating with their professors and fellow students through the
wonders of technology.”

Synchronous Instruction

Synchronous instruction replicates live, traditional coursework as closely as an online

class can. Professors adopt tools and online instructional methods that support real-
time learning and discussion. Dr. James Groves, an associate professor of Engineering
and the University of Virginia, discussed some of the benefits of synchronous instruction
in an interview with OnlineEducation.com.

“We believe that a key element of education is intellectual engagement by students with
others – faculty instructors, teaching assistants, and fellow students,” said Dr. Groves.
“The live sessions offer the opportunity for student mixing, and we believe that the
additional perspectives of the larger, more diverse student body benefit all of our
students.”
When it comes to teaching online courses, technology matters. Instructional methods
both depend on and inform how, and when, content is delivered Professors teaching
large classes may find tools that allow student audio to interrupt lectures disruptive, and
those that integrate live, two-way video at-will impractical. Technologies that allow
instructors to maintain audio and video control while giving students a chance to ask
questions and engage in discussion using a live chat might offer a common ground.
Asynchronous discussion boards are another, perhaps more structured means of
addressing questions and discussions. Small classes, however, can often
accommodate live, two-way audio and video, which provides an even more personal,
classroom-like learning experience.

Professors teaching synchronous courses are not limited to just content delivery
method: they can combine them with additional technologies to accommodate a wider
range of learners. The following tools are just some of those that support real-time
communication:

 Streaming video platforms

 Live chats, individually or course-wide
 Web conferencing tools
 Telephone availability
 Virtual office hours

Each of these tools encourages live participation and interaction, though some online
professors also capture and upload lecture videos and chat transcripts for students who
occasionally miss class. Purely asynchronous courses, however, rely heavily on such
materials.

Asynchronous Instruction
Online courses that allow students to view lectures, access materials, and collaborate
with teachers and peers on their own schedule are called asynchronous courses.
Lectures might be pre-recorded or presented on a program like Microsoft PowerPoint,
perhaps with instructor voice-over. These delivery methods allow students to review and
re-review lessons as necessary. These options could be quite helpful to students who
cannot attend scheduled sessions, hope to minimize live group projects or discussions,
or want to work through lessons at their own pace.

Programs that use asynchronous content delivery methods require a different approach
to teaching—one that depends heavily upon the technologies used. As with
synchronous instruction, characteristics like class size and instructor preferences can
influence which tools are used in an asynchronous online classes. Many employ more
than one technology, which could include the following:

 Downloadable pre-recorded lectures

 Microsoft PowerPoint presentations with or without voice-over
 Forums and discussion boards
 Email communication
 Google Drive and similar collaborative tools
 Tools for off-hour support, like virtual tutoring centers and virtual resource
centers

Each of these delivery formats allows instructors to overcome teaching challenges, but
few programs adopt just one approach to teaching. Professors pull from a much larger
instructional toolbox. Teachers and students both benefit from knowing how various
teaching methods work online, and in what circumstances.

Instructional Strategies for Online Courses

Online degree programs are designed to convey the same knowledge and skills as
campus-based programs, so professors often adapt the same instructional methods to
the online teaching environment. In some cases, delivery is virtually the only notable
difference; in others, the technology fundamentally changes or enriches the learning
experience. Dr. Aldridge discussed the relationship between online teaching methods
and student learning experiences during an interview with OnlineEducation.com.

“Instructors who teach in this space are also very much aware of the need for
establishing a teaching presence that facilitates and directs the learning process in
ways that engage students in active and authentic, measurable, and customized
learning experiences,” Dr. Aldridge said. “In some programs we are implementing virtual
reality through sophisticated simulations and games that provide a risk-free, but
challenging environment for engaging students in authentic problem-based activities
and role-playing exercises aimed at developing the skills they need to become
successful practitioners. Consequently, these high-tech experiential teaching tools
empower them to learn by doing, as they master expert knowledge and complex skills.”

The instructional strategies described below are widely used in online courses, as
outlined by Carnegie Mellon and the Illinois Online Network (ION).

Lecture

Lecture is perhaps the most prevalent instructional strategy used in higher education—
on campus and online. Just as they would in a classroom, many online professors use
lectures to transmit information, promote comprehension, and spark students’ interests.
Learning management systems (LMSes) typically allow instructors to record lectures,
deliver them live, or both. However, it is helpful to keep in mind that lectures place
students in a passive role, which could negatively impact student engagement in the
online learning environment. Both CSN and the ION suggest online lectures are most
beneficial when used in conjunction with more active instructional strategies.
Discussion

Whether used in conjunction with lectures or as a separate learning exercise, class

discussion supports learning and actively engages online students in the learning
process. Learners have an opportunity to ask questions and communicate their ideas
while practicing analytical and cognitive skills. According to Kenneth Chapman, Vice
President of Market Strategy at Distance2Learn, many students feel more comfortable
participating in discussions online than in the classroom.

“The ability to participate in a ‘safe’ environment is also one of the hallmarks of online
learning,” said Mr. Chapman. “Not all students have the confidence (or language skills)
to freely express themselves in a traditional course setting.”

In synchronous courses, professors pose questions and discuss course material using
real-time chats and web-conferencing tools. Students enrolled in asynchronous classes
tend to communicate with peers and instructors using discussion boards, Web forums,
and social media tools.

Demonstrations

Teaching by showing is just as prevalent in online courses as traditional ones.

Demonstrations are a mainstay when it comes to conveying certain concepts and
processes. They are also among the instructional methods enhanced by the virtual
learning environment. Online instructors frequently upload recorded video
demonstrations to the LMS regardless of whether they delivered them synchronously or
asynchronously. Students can review these clips as often as necessary to master the
lesson.

Simulations
Simulations delivered in a realistic digital environment allow online students to test
practical skills and knowledge remotely. Major colleges and universities sometimes use
simulations to prepare online students for fieldwork traditionally carried out in a face-to-
face setting. These virtual experiences are applicable in several fields and disciplines.
Online biology students can use simulations for dissection while the University of
Southern California uses managerial simulations that let students make decisions and
experience their outcomes. According to Harvard Business Publishing, simulations
reinforce key concepts and let students explore them in a real-world context.

Preparing simulations was once a lengthy, tedious process, but leading LMS platforms
can streamline the process by allowing instructors to choose from a variety of scenarios
that complement course content. Professors can also search open source educational
resources (OERs) like Merlot for compatible simulations made freely available by their
creators.

Games

Like simulations, games let online students gain practical experience in an accessible
digital environment. They can also increase student participation as learners may find
them more engaging and less stressful than simulations. Educational technology
developers like Distance2Learn integrate game-building applications directly in the LMS
to simplify the design process.

“It is important to design alternative and flexible ways for students to demonstrate their
knowledge,” Mr. Chapman told OnlineEducation.com. “We launched our Game Based
Activity Builder for instructors to easily create visual games … from the content [they]
already have in their course.”
Online instructors can use leaderboards and other motivating tools to introduce friendly
competition and, in turn, motivate students to master whatever skills and concepts the
game is meant to convey.

Case Studies

Case studies are another instructional method that places students in an active learning
role while promoting research, problem-solving, and high-level cognitive skills. When
used in a collaborative way, these exercises present another opportunity for online
students to connect and learn from one another. It can be helpful for instructors to
suggest reputable online resources students can consult for information.

According to CSN, case studies work well in online courses and do not require much
preparation. Instructors can search OER sites and databases to find case studies
prepared by other online professors.

Problem-Based Learning Projects

Problem-based learning (PBL) encourages students to practice many of the same skills
as case studies while actively solving problems. Projects are usually collaborative in
nature: teams of online students can use collaborative document programs like Google
Drive to manage their work and share information. Small group chats and forums can
also become a sounding board for theories and discussion.

According to the ION, this work places instructors in an advisory rather than an
authoritative position. An online resource called WebQuest lets instructors find, create,
and share the type of inquiry-based assignments used in PBL projects.

Guided Design
Guided design is an inquiry-based instructional method that encourages online students
to familiarize themselves with resources available in their local communities. In guided
design, learners are tasked with solving open-ended problems. Unlike most PBL
projects, this technique requires students to complete some work outside of class.
Guided design emphasizes independent research making it ideal for teaching students
in self-directed online degree programs.

Tomorrow’s Online Teaching Methods

While online professors frequently use the instructional methods outlined here, LMS
developers add features often. Some new tools support new methods of instruction.
Professors can visit LMS developers’ official websites to track and preview emerging
capabilities, then assess their impact on student learning. This evaluation is another
task simplified by online courseware.

Assessing the Effectiveness of Online Instruction

Teaching online courses for the first time requires a period of adjustment; professors
must be able to assess how well an instructional method is working and adapt
accordingly. Professors teaching classroom-based courses can evaluate instructional
success through testing, students’ questions, and visual feedback during lectures.
Online instructors can also evaluate various teaching methods through assessments
and student communications, but the data-driven nature of online technology offers a
less subjective measurement of success.

Learning management systems can monitor progress and behaviors for each individual
student, and then compile them for instructor review. The data, called learning analytics,
tells professor how often students are logging in, how much time they spend on each
task, and how well they master the material. Such tracking can be valuable. Learning
analytics help instructors quickly identify areas of concern at any point so that they can
adjust teaching methods, course materials, or objectives accordingly. Teachers new to
online instruction who would benefit from more guidance in this area—or online
instruction in general—should not hesitate to find the support they need.

Teaching Support for Online Instructors

Professors transitioning from classroom to online teaching have several support

resources available to them. They can confer with online teaching veterans on campus
or through online groups, or attend regional and national conferences centered on best
online teaching practices and learning management platforms. Professors can also refer
to digital publications like the Online Learning Journal to review relevant studies, trends,
and case studies.

While these resources can be tremendously beneficial to instructors throughout the

course of their online teaching careers, those offered on campus can provide targeted
training and support using the same LMS and institutional practices professors will use.
Online instructors can look to formal university training programs, technical support
services, and other departments focused on online learning or instructional design for
help