Tips for Those Who are New to Online Teaching

The good news about having to suddenly teach online is that there are many lessons and experiences from others being shared all over the Internet--what a great community and "coming together" time for us all. So if you are new to online teaching or need a refresher, you can leverage those folks to avoid common mistakes and to maximize your own online teaching effectiveness.

First just a little of my own history, I remember back in 1998 when we first wrote a grant to purchase a newfangled software, called "Centra". It was mind blowing back then, we had never before seen a virtual classroom software tool and we were fascinated by the possibilities. Hat Tip to Mary Nicholson who found the software and pushed it for our grant.

With this software, we could imitate an actual classroom instructional environment with the ability to have learners raise their hands, tell us to slow down or speed up if needed and to see our instructional materials and, even, screen share or create breakout rooms, all from anywhere that had an internet connection.

Fast forward to today and many software tools have those same functions. Today the university uses Zoom but I've used Adobe Connect, WebEx, Blue Jeans, and many others. From those years of trial and error, I've created some tips that may help as you transition from classroom to online instruction.

I've also been fortunate enough to have done a number of video-based classes for Lynda.com and now LinkedIn Learning. So for those who have been forced by the recent pandemic to go online and pre-record video lessons or slide-based lesson, I've also learned some lessons.

Based on those experiences, here are tips for each type of environment, they are not comprehensive but I hope they will be helpful as you begin your journey.

Tips

Live, Instructor-led

1. Communication is Key. It's hard to over communicate with students who have never been in a virtual classroom environment. Send an email a few days before with the link and maybe an image or two of a screen capture of the virtual classroom. Show students what to expect and what the virtual classroom will look like. Send a message the night before the online class and then a few moments before class resend an email with the URL. The less anxiety about getting into the virtual classroom, the better. Logging on should be a breeze, not the beginning of an ordeal.
2. Frame the Instruction. Often how you frame an event, shapes how you interpret and conduct an event. For me, I like to think of an online, live virtual event as a radio show. In fact, as an NPR radio show, it has conversation, ambient noise, a story and is griping often on topics that I would normally not even care about. So, frame this as you being a moderator of a show, you are going to direct the dialogue and manage process but, make no mistake, how you first appear, speak and present yourself sets the tone. Be positive, be a host and let everyone know you are in this together. "So today, we are here online, welcome to the Professor Xxx show, it's a new experience for many of us but we'll get through it. First, let's talk about..."
3. Start with orientation. Provide opening slides that describe the functions that are available to the students. "For the first few moments of today's first online class, I'd like to go over the features and functionality that we'll be using to approximate our live class" So start with something like: "If you have a question, you can write it in the chat, notice the icon on the bottom right of the screen that looks like a speech bubble, click on that." The time you take to explain the interface will be repaid tenfold in the smooth functioning of the class and the instruction later on. But believe me, you are not "wasting time" by reviewing the interface. It removes barriers and helps the learners.
4. Log into the virtual classroom early. When you first arrive, put a message in the chat, "Hi, it's Professor Kapp, we'll be starting in a few moments, in the meantime, are there any questions?" Turn on your video camera and wave, or say hi. Lots of times when students log into online learning for the first time, they aren't sure if any one is even there. Make your presence known right away. You might want to periodically repeat the agenda. "For those of you just joining, let me review what we are going to be discussing."
5. Show Your Face. At beginning of the session keep the camera on. For many students, hearing a disembodied voice over their computer is not a normal or natural way of thinking about "being in class." So take a few moments at the beginning to reinforce the human element by showing yourself, wave to the students, make a joke, tell them, I have my water (hold up your glass). You want to show that it's you, that you are still yourself and that you are settled and ready to teach. Now, you may want to turn off the camera as class continues because video still uses a lot of bandwidth but, periodically, turn it back on. If you can't use video, at least start with some pictures of yourself. The human connection is key.
6. If you want Conversation, ask Questions and Wait. As mentioned earlier, try thinking of the virtual classroom as a radio show. This works especially well if you have content that you'd like to have as a class discussion. Place a question or statement on a shared slide and then ask "Ok, let's hear from some one who disagrees with this statement..." You'll inevitably hear silence. Wait longer than is comfortable, there could be a lag in audio, they might be trying to figure out how to technically respond, they might be thinking of an answer. Ask again. Then if still silence. Consider that the students don't know how to get audio working (so now is a good time to do a quick refresher) even if you did one at beginning of class. Also, your students might be shy about speaking online. But hopefully, you have that one student who always has a question and likes to talk. Leverage that enthusiasm or even the student who likes new experiences like this "online learning" thing. If you have those students, ask them what they think. It almost always works and when it does, then typically others follow. Also, if audio is not an option, have them enter info in the chat and, if you have time to get comfortable with the online whiteboard tools, ask them to write their thoughts on a shared whiteboard.
7. Don't be Afraid to Fumble. I use a lot of online virtual classroom tools and I am always forgetting where something might be or forgetting to check the chat because it's somewhere else. Ask students for help. "Who would like to be in charge of watching the chat for thought provoking questions? Thanks, please alert me when you see a question that..." Or "Where is the screenshare button, can anyone tell me where it is, I know it's here somewhere." Again, this is a human experience mediated by technology so be human. You don't need to be perfect (tip: you probably aren't perfect in the classroom either and, that's ok--it's why robots and AI can't replace exceptional teachers.)
8. Create a Pre-Class Checklist. When you teach online, you are managing the content, the environment and the experience, that's a lot to manage. Create a checklist or agenda to help you along. Put things on the check list like "remember to check the chat" and "clear the raised hands after calling on all students" or "Get a glass of water before class" and "show my camera before break" and "take a break after the section on American History." The first few times a check list is very important, once you've done it a while it becomes less important. I've even held it up to students and sometimes shared it so they remind me to take a break or clear the chat.
9. Provide Contingency Plans to Students. It's technology, you don't use it every day and now everyone in the world is trying to use it. Video will lag, connections will be lost, you will suddenly freeze, your computer will want to reboot. Before any of this happens tell students that if you disappear or have tech issues, here is what we'll do. Maybe you set up an email message that you'll send to let everyone know you are rebooting or, one thing I've done is use old fashioned "phone trees" (but with text messages). I designate one student with whom I'll contact (because if computer goes down I might have trouble sending an everyone email to my class) then I text or have even called that student, explained what was happening and had them convey those messages to the other students.
10. Stay After Class. The world is a scary place and teachers, professors and even trainers do more than just teach, they help students make sense of the world around them. Sometimes in a very narrow context like "change management" or sometimes in a broader context like "growing up." Tell the students that you are going to stay online afterwards to answer questions, address concerns, review assignments, etc. Yes, we are all worried but you can help allay some anxiety by making the virtual experience pleasurable, safe and fun.

Pre-Recorded Content

1. Write a Script or Storyboard. Yes, you can lecture off the top of you head, you've been doing it for years. But sometimes, sitting in front of a camera (even one on your own laptop) can cause a form of amnesia and unless you have jelly fish enhanced memory pills, you'll need a script or storyboard. I am distinguishing between the two because with a storyboard, I include what I am showing on the screen at the same time I am talking. A storyboard allows you to choreography the entire session. It can really help if you are nervous or have never done this before. A script, to me, are simply the words you are going to say (but of course it could have blocking as well). But regardless, you should map out what you are going to say and do on the recording so you can be comfortable when you actually do the recording.
2. Audio First, Video/Images Second. Students will tolerate more easily poor or grainy video than they will poor audio. If you have limited resources, time and budget invest in creating good audio. Can't stress this enough, poor audio is one of the fastest ways to lose people. This also goes for the live but I find it to be a bigger issue in recording instructional content. Think Audio first, how can you get the best audio. Seriously, audio is critically important.
3. If Using Video, Amplify Yourself. If you are recording a presentation of you speaking as in a "talking head" video, then you need to exaggerate your teaching style. A lot can be lost on video and audio. Think about it. It's tough to sit in a classroom with an unanimated, monotone instructor---it's even worse in a pre-recorded video. You have to up your game by varying the tone and pitch of your voice, the pacing of the instruction and your delivery. Now is the time to go big, exaggerate your gestures, pause dramatically, raise your voice, whisper. You need to be interesting if you want to hold the attention of the student. You need to be a "video version" of yourself. You need to act...just a little bit. Don't be inauthentic, be the best, most excited version of yourself. Be as enthusiastic and excited as you can about the topic.
4. Start with a Hook. Ask a thought provoking question, give startling statistics, create a sense of mystery. One of my favorite shows is Forensic Files (the original). The show opens with a provocative question that is ultimately solved by forensic science. Open your pre-recorded instruction with a question that is ultimately answered by your instruction. Create curiosity and a compelling reason for watching the entire instructional recording.
5. Keep it Short. Yes, you give hour long lectures and students are fine but classroom dynamics are not the same as watching a recording online. In the case of online pre-recorded instruction, shoot for between 2-6 minute segments. Researcher Phil Guo found that engagement in video based instruction drops sharply after about 6 minutes so be aware of that time frame. See research here. Yes, you can be longer or shorter but remember, optimally (for video at least) do 6 minutes. You can always do three 5-minute segments (DO NOT simply cut up an hour lecture into 10 6-minute segments, for recorded instruction you need a script and a plan for each of the 6 minutes. One script/storyboard per six-minute lesson.)
6. Bookend the Recording. Videos or recorded slides are great but they provide the learner with plenty of opportunities for their mind to wander. So tell the learners what you are going to tell them (or ask a question about the subject), then tell them, then tell them what you just told them. It might seem redundant but our minds move faster than other people can talk so repeating yourself is helpful in a recorded session and providing "advanced organizers" and summaries are great for helping the learner gain the most out of the instruction.
7. Show Your Face. Just as in live instruction, showing your face interspersed with slides is a good way of showing the human side of the instruction. Again, Guo's research reinforces this concept as well. He found that videos that intersperse an instructor's talking head with slides are more engaging than showing only slides.
8. Tell Stories. Storytelling is a great way to gain and hold a student's attention. One technique that works is to weave the story in as an example. So consider setting up the story with an intro about the learning outcome or lesson of the story and then tell the story. Don't be afraid to be a little dramatic or to use images to convey the message (think documentary not classroom instruction). Then ask the learners to stop the recording and write down their lesson's learned, thoughts and ideas about the story and then have them pick up where they left off. In the rest of the recording, you explain the lessons you were trying to convey with the story.
9. More Slides. In a classroom, one of the visuals is you, the instructor. And while I strongly recommend showing your face at various times during the pre-recorded instruction, sometimes you need slides because students don't have the option of always looking at you if you are showing an online slide. And to paraphrase Neo from the Matrix responding to Tank who asked, "what do you need"? "slides...lots of slides." You want to keep the action (err instruction) moving in a pre-recorded lesson so you need to incorporate more slides than usual. It can be tough on the student when nothing is happening on screen, slides can draw attention, illustrate points, provide visual images of points and help keep the learner focused on the screen. So take apart your existing slides and make them separate entities that hold their own and map to your instruction. This can be tricky to do properly but is extremely helpful in holding attention.
10. Ask Students to Do Stuff. Just because it's a pre-recorded lesson doesn't mean that you can't mix media. Create a handout or use a handout you've already created and ask the student to take out a pen or pencil and complete the handout as they listen/watch your pre-recorded lesson. If you do something like that in class, there is no reason not to have the students do it while listening/watching/following your online instruction. Often online learning platforms have a mechanism to have worksheets or assignments uploaded once they are complete so you can check student work.

I hope these tips help in some way for those new to online learning environments. And, yes, it does seem like it will take longer and it will. Creating good online instruction is work just as when you first created good classroom instruction (we tend to forget the early days when everything was a new prep and we stayed up the night before wondering how to deliver the instruction.) The good news is that lots of people have been successful and tips and techniques are everywhere and the technologies are way better than in the late 1990's.

Best of luck in these trying times.

If you are an experienced online instructor, please leave your helpful tips.

Bio

Karl Kapp, Ed.D. has been teaching online in the field of Instructional Technology for over 20 years as a professor and as a practitioner at Bloomsburg University in Bloomsburg, PA. During that time, he's shared his knowledge and insights through teaching online and face-to-face, books, LinkedIn Learning courses, peer reviewed articles, and keynote sessions at industry and academic events. Follow him on Twitter @kkapp