tips for online instructors – Page 2 – blog.college-counseling.com

Promoting AI-Enhanced Performance in the Online Classroom – Faculty Focus

With the release of AI on a broad scale and the evolving procedural policies for policing and supporting its use in online higher education classrooms, instructor hesitancy to implement AI in ethical and effectual ways is shared by many. To emphasize, research indicates that curriculum designers and university stakeholders need to provide best-practice examples of how to utilize AI tools to effectively and positively promote the use of AI for students’ advantage (Deroncle-Acosta et al. 2024, 9). Clearly, AI offers many benefits as it can drive efficiency, creativity, and innovation. AI comes in various forms from generative AI to gamification to chatbots to adaptive learning platforms amidst other formats. Due to the sheer volume of AI options, pairing high-impact AI tools with highly desirable outcomes aids in the promotion and implementation of such usage in the online classroom.

Elevating Engagement

Engagement is an important factor driving retention in online classrooms; furthermore, dynamic environments capture the attention of students, ensuring greater dedication to learning. AI can considerably improve engagement in the classroom (A. Huang et al. 2023, 11). One way that online instructors can use AI in the classroom is to become a digital master and use generative AI, such as ChatGPT, to develop deeper content ideas or analyze student contributions within discussion (Mora and Semingson 2023, 57). Such tailored discussions add depth and rigor to courses, captivating students and bringing forth relevant and dynamic topics.

Furthermore, a second way to further improve engagement is through the development of AI developed feedback for formative assessments (Perry 2023, 78). Timely and personalized feedback plays an essential role in engaging students and motivating them (Wang and Lehman 2021, 571); AI can aid in streamlining and fast-tracking feedback. In deeply engaging students in an immersive and individualized way, students are more motivated to learn and more satisfied with educational outcomes.

Finally, while generative AI can offer just-in-time support to students, it also simulates a social presence, which is a “crucial component in technology-rich learning environments” (X. Huang et al. 2023, 396). Considered as a study companion, generative AI provides direct and immediate assistance and support, reducing anxiety and improving student motivation and psychological and personal contentment (Luan et al. 2024, 6). Ultimately, AI as a guide to both instructors and students can aid in boosting wholesale engagement in the online classroom.

Prompting Productivity

Another satisfactory outcome regarding the use of AI involves student productivity. Research notes, “By leveraging AI-driven solutions, students can streamline mundane tasks, optimize time management, and achieve higher levels of performance and academic excellence” (Capinding and Dumayas 2024, 647). With AI readily available to aid in the completion of so many activities, it behooves instructors to promote the ethical and practical use of applicable AI tools. For instance, a productivity tool for aiding in the completion of schoolwork is Quillbot, an AI tool on steroids; this one-stop-shop program paraphrases, translates, corrects grammar, and generates citations. Such a tool also ensures more accuracy in terms of performance.

Additionally, an entertaining and useful tool in maximizing time management is the gamified timer app called Forest. With this app, you grow a digital and real-tree forest based on the ability to focus on one’s work for extended clocked times, thus avoiding the distractions of one’s phone. While this may seem like a novel suggestion, its need for implementation is real and underused. In one study based on 106 college students with ADHD, achievement was negatively associated with the sound mode of cell phone; turning off the phone substantially improved accuracy and achievement in quantifiable ways (Albert et al 2023, 1192). Used wisely, AI can boost productivity for students, allowing students to earn higher grades while leaving them more time for the creativity and critical thinking required of top-performing students.

Incorporating Inclusivity

A final desired outcome associated with AI tools is the promotion of inclusivity and accessibility in the online classroom. More than 1 billion people across the world have disabilities and AI optimizes accessibility, inclusion, and equity, thus ensuring fairer access to educational information of all types (Nacheva 2025, 137). A top AI tool for accessibility is Otterai; this transcription service provides captions for recordings and videos. Transcriptions ease and enable learning for many students with disabilities. Likewise, translation AI tools, such as Quillbot or Google Translate, aid English Language Learner (ELL) students. Similarly, Seeing AI from Microsoft is a free app that identifies currency, objects, text, and people for people with visual impairments. Not only is AI valuable for students with disabilities, facilitators can also use it to enhance instruction regarding accessibility. For instance, AI can be used to create visuals for students. Canva has a Dream Lab feature that will generate images. Meeting the dual coding needs of students with audio-visual processing requirements can also improve accessibility while adding depth and engagement to one’s classroom. Using and offering ethical ways to use AI tools benefits student experiences while increasing the impact of instructors.

Conclusion

As instructors, we are curators of learning resources, and AI tools can aid student engagement, productivity, and accessibility. In promoting AI-driven options that enrich and improve student learning, we position students for success and teach them empowering ways to support their autonomous educational growth. AI stands for Artificial Intelligence, but with the right implementation, it can also stand for Adds Insight; Accelerates Improvements, and Assists Instruction.

AI Tool	Description	Application
ChatGPT	Generative AI that uses natural language processing technology	Human-like conversational assistant helpful in supplying assistance, generating ideas, and organizing content
Quillbot	Multipurpose writing tool: grammar editor, citation generator, paraphraser, translator, AI detector, and plagiarism checker	Task assistant and support system helpful in completing academic tasks
Forest	Gamified timer app	Assists in helping users stay task-focused and avoid chronic phone addiction
Otterai	Transcription service	Supplies transcriptions and captions, aiding students with hearing impairments or processing needs
Google Translate	Multilingual neural machine translation service	Aids in translating languages through both inserted text and images; helpful for ELL students
Seeing AI	Camera world setting narrator	Helpful for people with vision impairments in describing the world as seen through the camera lens
Canva – Dream Lab	Image generator	Creates visual aids

Amy Winger is an online instructor for the University of Phoenix and American InterContinental University. She holds a BA in English from the University of Iowa and a MEd in English Education from the University of Minnesota. For over 19 years, she has taught English and general education courses and enjoys pioneering the use of tech tools. Prior to that, she taught English at the secondary level. Her academic research primarily focuses on retention strategies, technology tools, and social media implementation in the online classroom. She is also a freelance fiction writer.

References

Albert, Gila, Shimon Fridkin, and Or Delevski. 2023. “Mobile Phone Distraction and Its Effects on Academic Performance of Israeli College Students.” Israel Affairs 29 (6): 1181–99. doi:10.1080/13537121.2023.2257472.

Capinding, Andie Tangonan and Franklin Tubeje Dumayas. 2024. “Transformative Pedagogy in the Digital Age: Unraveling the Impact of Artificial Intelligence on Higher Education Students.” Problems of Education in the 21st Century 82 (5): 630–57. https://research.ebsco.com/linkprocessor/plink?id=c8d24236-63fc-3796-b8c5-bc4134816fad.

Deroncele-Acosta, Angel, Omar Bellido-Valdiviezo, María de los Ángeles Sánchez-Trujillo, Madeleine Lourdes Palacios-Núñez, Hernán Rueda-Garcés, and José Gregorio Brito-Garcías. 2024. “Ten Essential Pillars in Artificial Intelligence for University Science Education: A Scoping Review.” SAGE Open 14 (3). https://research.ebsco.com/linkprocessor/plink?id=2ab6bfc4-e5ec-33d7-a5d5-d7a6f9747bfb.

Huang, Anna Y.Q., Owen H.T. Lu, and Stephen J.H. Yang. 2023. “Effects of Artificial Intelligence–Enabled Personalized Recommendations on Learners’ Learning Engagement, Motivation, and Outcomes in a Flipped Classroom.” Computers & Education 194 (March): N.PAG. doi:10.1016/j.compedu.2022.104684.

Huang, Xiaoshan, Alejandra Ruiz-Segura, Chengyi Tan, Tingting Wang, Robin Sharma, and Susanne P. Lajoie. 2023. “Social Presence in Technology-Rich Learning Environments: How Real We Are Feeling Connected and How Does It Matter for Learning?” Information & Learning Science 124 (11/12): 396–424. doi:10.1108/ILS-04-2023-0034.

Luan, Lingfei, Xi Lin, Yan Dai, Shu Hu, and Qianlu Sun. 2024. “Exploring the Cognitive Dynamics of Artificial Intelligence in the Post-COVID-19 and Learning 3.0 Era: A Case Study of ChatGPT.” Asian Journal of Distance Education 19 (2): 1–10. https://research.ebsco.com/linkprocessor/plink?id=5e5adf38-08c7-317f-875c-5a3740249029.

Mora, Raúl Alberto, and Peggy Semingson. 2023. “AI and Literacy Education: Consider the Challenges, Embrace the Possibilities, and Make Your Classroom Even More Human.” Literacy Today (2411-7862) 41 (1): 54–58. https://research.ebsco.com/linkprocessor/plink?id=448ddec2-8908-3565-8329-f93e8e062486.

Nacheva, Radka. 2025. “Analysis of AI Mobile Applications for Ensuring Digital Accessibility in Higher Education for People with Disabilities.” Acta Educationis Generalis 15 (1): 133–45. doi:10.2478/atd-2025-0009.

Perry, Abby. 2024. “Ai Meets Academia.” Christianity Today 68 (1): 73–92. https://research.ebsco.com/linkprocessor/plink?id=80289ae4-1ab6-32a2-8589-530a7b2a90e2.

Wang, Huanhuan, and James D. Lehman. 2021. “Using Achievement Goal-Based Personalized Motivational Feedback to Enhance Online Learning.” Educational Technology Research and Development 69 (2): 553–81. https://research.ebsco.com/linkprocessor/plink?id=e40d870e-82a9-36ba-b1de-217bd2d657cb.

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April 9, 2025

Maximizing Student Engagement During Live Online Seminars – Faculty Focus

There are many approaches to designing an online course, and finding the right balance may depend on a variety of factors ranging from content topics to types of assessments. Students who opt for e-learning likely prefer it for the flexibility it affords, but that doesn’t mean they want to miss out on engaging with their classmates or instructor in a meaningful way. So, educators must continue to shift their thinking and go back to the basics to deliver their online course content in a way that creates a direct relationship with their students (Meyer, 2014). One way to incorporate human engagement is through a synchronous seminar—nothing beats live interaction—, where learners and educators can convene for a meaningful exchange.

Survey Says

Seminars are not new to the online environment, although for anyone who has taught in this environment there have been many iterations over the years as technology and curriculum have dramatically changed. So, after many years of teaching online courses, we firmly believe that a weekly one-hour seminar with our students is one of the most valuable aspects of the e-learning experience. However, to determine if our assessment was correct, we surveyed virtual instructors and students gathering both quantitative data and qualitative data. It was clear that while there were many differences in the presentation techniques, seminars were considered of great value to all.

Here are the four top take-aways from our survey.

First, students and faculty both felt that spending time in the seminar was most beneficial in helping students gain greater understanding of the material for that unit. Students were able to ask questions and get immediate answers or feedback, which was particularly satisfying and gave them confidence to move forward.

Second, students expressed the need for more connectivity through live seminars with fellow classmates and this concept mimics the physical classroom setting where students engage with one another. This also led to the point that instructors believed these virtual conversations helped build greater networking skills and they could see that in other areas of the asynchronous aspects of the course.

Third, instructors mentioned that they found better academic results from students participating in the weekly sessions, while students expressed that they felt more engaged in the course material which substantiated the reason they were more successful.

Fourth and finally, students and instructors shared that participating in live sessions resulted in having an attitude of greater interest and there was markedly more enthusiasm generated. Student and faculty behavior became more meaningful as they shared these personal emotions in the weekly session together.

Suggestions for Creating an Engaging Live Seminar

Reflecting on the survey responses, we noticed a direct relationship between how instructors presented their material, and the value students derived from participating in these one-hour, live sessions. We also have learned, through student feedback in our own courses, how to truly engage with a wide range of learning personalities, so we have come up with the top five suggestions for you to consider using in your presentations during online seminars.

This is not a lecture. Students do not want to be sermonized or given a one-hour soliloquy that doesn’t give them the opportunity to speak. They want live interaction that gives them the sense of being heard. So, give them audio and video permissions so they can see each other and build connections.

Poll questions and chat boxes. This follows clearly after the last one, in which students want engagement in conversation about the subject matter. Most platforms have a tool that allows you to ask students questions, and they can select answers in the form of polls with true/false, multiple choice or other response scales. You can also include what we call a “chat box” which is a specific titled slide that has an open-ended question and students are asked to brainstorm ideas or practice the topics being presented followed by the instructor offering a guided response from the textbook or reliable source that gives students some additional feedback on their thinking.

No black and white slides. Instructors should remember that they are meeting with many different students, so constructing a visual PowerPoint to go along with the audio is a great idea but be succinct and creative. Consider including 4-5 bullet points used as talking points and give each slide some pizazz by using color and graphics from which a natural conversation flows. Students may see something in the graphics or the points that might help to generate a deeper dive into the topic taking the group in a new and unexpected direction that can personalize the presentation.

Breakout rooms. This activity can take anywhere from a few minutes to even half of the class session. Give students the opportunity to connect in smaller groups, just like in the on-ground classes, giving them a topic to discuss and then bring back to the larger group. Change out your groups each week so students can engage with other classmates and visit each breakout room to build on that engagement.

Field trips. Take your students outside this live classroom. Perhaps you already share links for them to view short videos online, but have you considered going on a live visit? I once had a student in my food and beverage class who was actually in the kitchen at her restaurant during a seminar. She walked us through the kitchen and dining area with her webcam explaining the exact topics we were focusing on for that week. It was a spontaneous, yet memorable experience for everyone in the class. You might want to set up a guest speaker or visit in advance to test the technology, review the expectations and practice, so determine what works best for you and meet your university guidelines.

Remember, students not only want to connect with the subject matter, but most importantly to their classmates and instructors.

Why Adopt Some of These Practices

If you are not currently hosting weekly live seminars, consider the reasons and determine if you and your students could benefit from live sessions. Maybe surveying your department or simply asking informally about their opinion would give you and your colleagues some better guidance regarding reaction to the value of live seminars. Don’t you want your students to find greater value in your course?

If you do have synchronous learning in your course, perhaps some of these points will help to validate the work you are doing and if you are not using any of them, we hope you might consider experimenting in an upcoming session to investigate how they change the engagement in your classroom.

We have found that students who attend live seminars are more likely to reach out when they encounter life challenges or to ask further questions about assignments because they feel connected to us. We have also determined that the engaged student is more academically successful, and this supports retention efforts.

Whether you are new to online teaching or a seasoned instructor, we’d love to hear from you about your online seminar experience after trying out one or two of these practices. Feel free to email us with your results: Mimi Gough, [email protected] and Glenn Walton, [email protected]

Mimi Gough, MBA, MSED, Professor, Business and IT Department, Purdue University Global is a Certified Hospitality Educator (CHE) and course lead in Hospitality and Tourism Services and Hospitality Sustainability. She teaches undergraduate topics related to management, customer service and the tourism/hospitality industry. Gough began her teaching career in higher education in 1991 and facilitated the transition of ground campus courses to online courses in 2007. She has presented research and workshops on topics ranging from Marketing Destinations to Online Curriculum culminating with numerous publications in peer-reviewed journals since 2013.

Glenn L. Walton, MS, Professor, Business and IT Department, Purdue University Global teaches undergraduate courses in Management and Marketing. After working for a Fortune 500 company in advertising for over two decades, he began his higher education teaching career 15 years ago. He currently serves as a member of the university Futures Thinking & Innovation Team and has experience in teaching on ground, hybrid, and online courses.

References:

Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1–114. doi:10.1002/aehe.20018

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March 21, 2025

Eleven Ways to Shine Online – Faculty Focus

It was a Friday evening when I saw a little ad on the bottom of my screen looking for online English instructors. I was in my second year of teaching on-ground at a local high school at the time, but I clicked on it and landed my first online position at ITT Technical Institute. I loved it and dreamed I could do it full-time one day—that was 22 years ago. I did my fair share of adjunct teaching before I landed a full-time position, which I’ve held for nearly a decade. In my 22 years of teaching online, I continue to learn new things about what it takes to thrive in the field.

1. Have a Unique Presence

If your picture or name was not attached to your online course, would your close colleagues be able to tell it was your classroom? If not, work on making your courses a place where your personality shines through your discussions, announcements, feedback, and daily interactions. Even if it’s just one thing, it can make you stand out and allow your students to remember you positively and even decades later. I use TikTok videos in my announcements to motivate students and in my discussions to add depth, and my students love it. I’m also highly spiritual, and students pick up on this right away through the questions I pose to them in our discussions, through the quotes I share, and through my interactions with them.

2. Be Real

Frank Kafka once said, “I was ashamed of myself when I realized life was a costume party, and I attended with my real face.” In a world that yearns for validation, often for things they are not, strive to be real. There is no shame in that. Your students will find the authenticity refreshing and see the classroom as a safe place to be themselves. When students receive you better, they are more likely to listen, communicate, inquire, and achieve.

3. Be in a Good Mood

Voltaire once said, “The most important decision you can make is to be in a good mood.” Creating a positive connection with students goes beyond just a strong first impression—it requires consistent pleasant interactions. If you have a rough day, approach the next one with a fresh, positive mindset. Even small gestures, like offering words of encouragement or simply asking how they’re doing, can have a meaningful impact on students, even if they seem unnoticed.

4. Start a Group Chat

Students want to feel like they belong. While social media has given the illusion that we are more connected, Americans face a loneliness epidemic (“America’s Loneliness Epidemic”). Giving students a space where they have a seat at the table will make them appreciate you and lead to stronger connections among everyone in the group. I like to share tips and tricks, resources, and other information that can benefit them. It’s a place where students can ask questions, share insights, and anything else they feel like sharing. This has made my courses more memorable and students often thank me for the opportunity.

5. Get to Know Your Dean

Regular one-on-ones with your dean will make you feel like you have the support you need to keep moving forward. I always look forward to the time I spend with my dean discussing ideas and getting her opinion on issues I’m facing in my classroom. Don’t underestimate how your dean can make you a better instructor.

6. Validate Feelings

Try to remember what it was like to be a student with questions or concerns. Students often have trepidation when it comes to approaching you. Be approachable and accessible so they have a chance to share their thoughts. While you may not agree with everything they are saying, they will appreciate that you validated their feelings.

7. Be Kind

Think of your favorite professor from your college days, the best doctor you ever had, or even a restaurant server whom you love to see. They all have one thing that makes us remember them fondly: Kindness. Strive to create a warm and welcoming environment that students can’t wait to be a part of and engage in. If maintaining a polite and pleasant tone feels challenging, consider using AI to help refine your language. Over time, it will become more natural, and the positive atmosphere it fosters will make it something you genuinely enjoy.

8. Accept the Present Moment

Spiritual teacher, Eckhart Tolle once said, “Whatever the present moment contains, accept it as if you had chosen it. Always work with it, not against it. Make it your friend and ally, not your enemy.” No matter how meticulously we plan, not everything will go as planned. What’s important is embracing reality and making the best of the situation. Whether it be a student arguing about a grade or new requirements put on faculty, avoid getting frustrated and find the silver lining in every situation. It may be a blessing you will look back on with a smile.

9. Use PTO

How many times have people said after a good vacation that they are ready to get back to work? The rest and relaxation will make you feel like a new person with a kinder and more generous attitude. Take time to unplug, and if you can’t, weave in activities that bring you joy into your weekly schedule.

10. Move Your Body

Move your body—walk, lift, run—anything to clear your mind. To stay fully present with your students each day and prevent burnout, prioritize your own well-being first. Find a movement that works for you and get consistent with it. The consistency of that will help you be more consistent with other good habits.

11. Remember Why

Years and decades of teaching will make you forget the “why” question. We often tell our students to think of why they embarked on the journey of higher education to help them excel and find higher levels of satisfaction, but we don’t often give this question serious consideration ourselves. The answer can bring us closer to loving what we do in the classroom.

What would you add to the list?

Dr. Noura Badawi has been teaching online for 22 years.

References

America’s loneliness epidemic: What is to be done? Weill Cornell Medicine. (2024, April 4).
https://weillcornell.org/news/america%E2%80%99s-loneliness-epidemic-what-is-to-be-done

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March 3, 2025

Category: tips for online instructors

Promoting AI-Enhanced Performance in the Online Classroom – Faculty Focus

Elevating Engagement

Prompting Productivity

Incorporating Inclusivity

Conclusion

Maximizing Student Engagement During Live Online Seminars – Faculty Focus

Survey Says

Here are the four top take-aways from our survey.

Suggestions for Creating an Engaging Live Seminar

Why Adopt Some of These Practices

Eleven Ways to Shine Online – Faculty Focus

1. Have a Unique Presence

2. Be Real

3. Be in a Good Mood

4. Start a Group Chat

5. Get to Know Your Dean

6. Validate Feelings

7. Be Kind

8. Accept the Present Moment

9. Use PTO

10. Move Your Body

11. Remember Why

What would you add to the list?