An article from the Chronicle of Higher Education including five low-tech, time-saving asynchronous techniques that will make your remote pedagogy easier and more interesting.
Learn about 5 Low-Tech, Time-Saving Ways to Teach Online During COVID-19
A PDF from Arizona State University intended to provide faculty with guidance on how to manage and improve the student classroom experience in Zoom.
Best Practices for Zoom Classroom Management From ASU
Arizona State University's "Teaching With Zoom: Faculty Guide" is also available
Quick Tips from Wellesley College on managing participation, audio quality, privacy, and internal participation.
An advice guide from the Chronicle of Higher Education written by Jay Howard on how to structure your course and particular class sessions in ways that will get students actively participating — and will enhance their learning.
Explore the online advice guide, "How to Hold a Better Class Discussion"
Luisiana State University created this chart which outlines some common active learning strategies and corresponding approaches appropriate for online teaching in both synchronous and asynchronous approaches.
Maximize student engagement, foster relationships and find research on best practice
An advice guide from The Chronicle including advice on how to make your online pedagogy as effective and satisfying as the in-person version, including:
- 10 essential principles and practices of better online teaching
- Common misperceptions
- How to find help
Explore the advice guide, "How to be a Better Online Teacher"
An opinion piece by Kathleen S. Ives from Inside Higher Ed.
To achieve better success rates in online learning, we need to cultivate the sort of student engagement that's often the hallmark of great teaching and learning environments, writes Kathleen Ives.
An article from Online Learning Consortium providing strategies on overcoming online social barriers, administrative barriers, and motivation barriers to create the best learning experience for students.
Chapter Summary: By way of introduction to the monograph, this chapter presents more information on the various challenges to higher education at the current time and then provides a few essential definitions that inform the monograph. Then for those unfamiliar with the field of student engagement, the chapter presents a brief overview of the history of student engagement, as it has been developed to pertain to traditional instructional modes, with attention to the National Survey of Student Engagement (NSSE). The chapter discusses the major reasons for the interest in online learning and the subsequent importance of student engagement for online students. Finally, the chapter concludes with the relevance of the monograph to various professionals concerned with higher education and provides an overview of content in each subsequent chapter. By Katrina A. Meyer.
An article from Faculty Focus providing 5 ways to concretize “a sense of belonging” in an online environment.
Learn about "Five Ways to Build Community in Online Classrooms"
An article from Inside Higher Ed where professors share ideas for building community in online courses.
A PDF guide from Hoan Do on increasing participation and engagement in your virtual meetings and events and incorporating fun interactive tools to keep attendees focused and involved. Inspired by John Chen, the CEO of Geoteaming, they created The ENGAGE ModelTM which describes six ways to increase engagement in virtual meetings and programs.
An article from The Chronicle of Higher Education relating how a professor finds that personal essays are surprisingly effective in building relationships in a synchronous virtual classroom.
Read this article by Rachel Toor on The Chronicle of Higher Education
Flower Darby explores how in remote teaching, it’s easy to forget that students are real people. This article from the Chronicle of Higher Education explores why connecting early and often with students is vital, and how to do it.
Humanizing Online Teaching text by Drs. Mary Raygoza and Raina León, and Aaminah Norris from Saint Mary’s College of California on teaching practices for equity and social justice and our collective experiences of online and hybrid teaching. It is not centered on the technical aspects of online teaching but rather pedagogical practices that promote care for the whole student and class collective.