Effective Online Teaching

Consider the use of synchronous and asynchronous meetings:

• Supporting Synchronous (live) Classes
  • Understand how your students’ time zones and access to digital resources may affect synchronous options
  • Use of small groups, including breakout groups in Zoom, is commonly helpful
  • Consider inviting guest speakers to attend class remotely, using the opportunity to expose students to experts without needing a travel budget
• Supporting Asynchronous Learning (structured activities that students do independently) Use recorded video lectures that students view prior to class. If doing so, keep in mind students prefer:
  • A concise focus, with lectures chunked into 15-25 minute videos
  • Integration of relevant external content (guest lectures, TED talks, etc.)
  • Captions to allow them to read along with videos, particularly if there are new terms, audio glitches, or for accessibility requirements
• Students prefer lectures, readings, and synchronous sessions that reinforce each other without being redundant Students appreciate self-pacing and flexibility in asynchronous work

Utilize remote office hours. Students identified attending remote office hours and regular meetings with instructors as keys to success.

Use Teaching Fellows and Undergraduate Learning Assistants to enhance instruction. For example, assign a TF or ULA as an online moderator. 

Students expressed a preference for:

• Canvas course sites designed as one-stop shop for all the course materials and links
• Canvas sites that are clear and easy to navigate
  • Well labeled, organized files
  • Use Canvas options (e.g., Media Library, Pages) to organize materials instead of putting everything under “Files”
• Syllabus information as text on the Canvas course home page is best, rather than having a separate document to download
• Responsive instruction through Canvas
  • Prompt grading and feedback
  • Frequently updated materials
  • Use of announcements, responses to discussions

• Establish shared etiquette for teaching tools you will use (Zoom, discussion boards)
• Clarify how you will communicate with your students, how they can communicate with you, and how they can communicate with each other during the course
• Request and respond to student feedback regarding activities in your course

• Be aware of inequities in students’ learning environment and demands on their time, especially during remote instruction
• Remote learning can be an opportunity to promote quieter voices of students who are more comfortable asking questions in discussion boards, Zoom chats, or email
• Prioritize students’ health and wellness by promoting or making time for physical breaks and discussing computer fatigue
• Be familiar with appropriate accommodations for online learning
  • Student Accessibility Services
  • Faculty Guidebook on Accommodations
  • Instructions on setting up accommodations in Canvas
• Where possible, design assessments that offer varied opportunities for students to demonstrate evidence of their learning

• Use Zoom chat or polling in real time to assess student understanding, or receive feedback on activities in your course
• Understand what motivates your students where motivation may lag throughout the semester, especially when remote instruction may contribute to isolation
• Acknowledge the current learning environment with your class

While there is a wide body of literature on what makes for effective online teaching, the Poorvu Center uses data from the Yale community to make these suggestions. Survey results were collected from the following resources: 

• Canvas feedback student survey (8 semesters coded from 2017-2020) 
• Online summer session student feedback (2015-2019)
• Revised student course evaluations (Spring 2020) 
• Immediate remote instruction survey (Yale College faculty; March 2020) 
• End of spring 2020 instructor survey (FAS and most professional schools)