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  • The Ultimate Guide to Universal Design for Learning

    The Ultimate Guide to Universal Design for Learning

    Universal Design for Learning (UDL) is a framework that involves using a variety of teaching methods to respond to the needs of all your higher ed students. It is a teaching technique that provides flexibility in how instructional materials are delivered—and is ideal for supporting students of all backgrounds, cultures and abilities.

    Table of contents

    1. What is Universal Design for Learning?
    2. What are the three core tenets of Universal Design for Learning?
    3. Why should you use universal design in your online course?
    4. How can you apply universal design in your online course?
    5. Universal Design for Learning examples
    6. Questions to ask yourself when designing an accessible course
    7. The history of Universal Design for Learning
    8. Bring UDL to life with Top Hat
    9. References

    1. What is Universal Design for Learning?

    Universal Design for Learning (UDL) helps college and university educators create flexible programs that are easy to adapt to the unique needs of all students. This teaching framework involves using many techniques—in everything from course delivery to media use—to reduce barriers and reach every college student.1

    UDL guidelines are put into practice in a variety of facets, including outside of academia. For instance, you may use closed captioning when watching television. Your smartphone can read the information on a website aloud. Meanwhile, automatic doors make grocery stores more accessible. In these three scenarios, UDL helps level the playing field for everyone, regardless of ability.

    The UDL guidelines are presented as a graphic organizer, or a matrix table. Vertically, the principles are grouped under engagement, representation, and action and expression. Horizontally, the UDL principles are presented as access, build and internalize. Each guideline has corresponding checkpoints that include best practices. The graphic organizer helps viewers understand how criteria differ across the three principles. View the table below for a breakdown of the UDL guidelines.

    Provide multiple means of engagement Provide multiple means of representation Provide multiple means of action and expression
    Recruiting interest Perception Physical action
    Sustaining effort and persistence Language and symbols Expression and communication
    Self-regulation Comprehension Executive function

    2. What are the three core tenets of Universal Design for Learning?2

    • Action and expression: This learning approach involves giving students multiple ways to access information. Universal Design for Learning examples include giving students multiple ways to demonstrate that they’ve learned the material.
    • Representation: A key tenet of this approach is providing information in multiple formats. Universal Design for Learning examples include offering students videos, books or interactive demos that cover the material covered in a lecture. Students can then choose the format that best suits their needs.
    • Engagement: This approach is designed to motivate college students in a variety of ways. Universal Design for Learning examples include assigning projects that relate to a student’s background and interests. This pillar may be put into practice through gamification or discussions.

    2.1. Multiple means of action and expression

    This topic covers the ‘how’ of learning. It is also referred to as the strategic network. Each learner navigates the classroom in a different way, and they also express themselves uniquely. If someone has an executive function disorder, meaning they have trouble planning, organizing and problem solving, they will express themselves differently than someone who has a language barrier. For example, some postsecondary students are able to use written communication with ease, while others can only communicate through speech.

    2.1.1. Executive functions

    Executive functions encapsulate a human being’s highest level of skills. This ability allows learners to overcome their impulses to make long-term goals and strategies. Executive functions are limited by the individual’s working memory when executive functioning capacity is devoted to managing “lower level” skills that don’t come as naturally to a person. The individual’s capacity for executive functions can also be lowered by disabilities.

    With universal design for learning, instructors can expand a learner’s executive function by scaffolding—that is breaking up lessons into bite-sized pieces—to ensure they do not use up the learner’s working memory. Educators can help students scaffold executive skills so that they can use them more effectively. Setting goals and creating plans to reach these goals can help. Professors can also support students by helping them self-monitor their progress over time, which helps students guide their practice through the semester. It also helps learners better understand what advice to ask their instructors for.3

    2.1.2. Expression and communication

    Every learner has a different capacity for expression and communication. In addition, various types of media may support different learning styles. For example, a learner who has dyslexia may perform better at expressing their thoughts through verbal conversations versus written essays.

    Educators must provide different modalities for communication. This may involve using various types of media or tools for communication. Professors can help students become more fluent in a variety of communication modalities, which will then lend to independent learning.4

    2.1.3. Physical action

    Interactive software, textbooks and other curricular materials are recognized as Universal Design for Learning examples that can help students understand information. For instance, a postsecondary student may need a different type of workbook if they require assistive technology. These assistive technologies can help students who have disabilities. Some students could benefit from having expanded keyboards or voice-activated switches, for example.5

    With this tenet of UDL, it’s important to vary the methods for response and navigation. This involves creating an accessible learning environment that all students can thrive in. The second part of this UDL principle involves opening doors to the tools that will create equal opportunity.

    2.2. Multiple means of representation

    This topic can be considered the ‘what’ of learning. It’s also referred to as the recognition network. Every learner absorbs the information that is presented to them in a different way. While a sensory or learning disability may cause this difference, cultural differences and different personalities may also affect how the student learns.

    2.2.1. Comprehension

    The goal of education is to help learners turn information into knowledge that they can apply in their everyday lives. With Universal Design for Learning, educators should get higher ed students involved in transforming and gathering usable knowledge. Gaining usable knowledge is an active process, so students need to be involved in order for this process to work. This means students need to use skills like consumption, categorization and active memorization. They must also learn how to integrate new knowledge with their prior understanding of the subject. The best Universal Design for Learning example here involves relying on organizers such as concept maps to help students visually draw connections between learning units. Metaphors, stories and analogies are also effective in helping students see the importance and relevance of topics.

    To achieve these goals, instructors must present information in an accessible way. They should connect the information to previous experiences and offer background information as well. They can highlight relationships, patterns and information so that students can see how the information relates to their goals and other knowledge. Through breaking up lessons into digestible amounts, professors can support students as learners find meaning in their new knowledge and process the information. Finally, educators can help students apply information to new contexts.6

    2.2.2. Language, mathematical expressions and symbols

    Students interpret linguistic and non-linguistic symbols in different ways. While symbols like division signs provide clarity for some students, others do not understand specific symbols. Likewise, college students attribute different meanings to pictures or words based on their familial backgrounds and culture.

    Because of this, educators must provide alternative representations for students. They should clarify different symbols, vocabulary, mathematical notations and syntax. If there is a pattern in different equations, grammar or musical notations, they should be explicit about it. When necessary, instructors should use translations, graphics, movement, activities, simulations, images and videos to make learning active.7 Try pairing a chemistry formula with an illustration or simulation to put this principle into practice.

    2.2.3. Perception

    Provide the same information through formats that stimulate different senses—ranging from sight, hearing or touch—to make lessons perceptible to learners. This practice will help students absorb information through audio, tactile or visual means. Instructors should also give students formats that can be adjusted such as text that can be increased in size. Other examples of perception include offering alternatives for video and auditory information.8 Such examples are providing videos featuring American Sign Language (ASL) and complementing audio clips with transcripts.

    2.3. Multiple means of engagement

    Providing multiple means of engagement can be thought of as the ‘why’ of learning. It’s also referred to as the affective network. Every college student is motivated in a different way academically. Likewise, students have different learning styles. While some love spontaneity, others will only feel comfortable when there is a daily routine followed in the classroom. Additionally, some prefer to work alone or in groups.

    2.3.1. Self-regulation

    Ideally, the learning environment should support and encourage the student’s motivation. When students are in higher education, they should be encouraged to learn how to regulate their own emotions and become self-motivated. By regulating their emotions, students can better cope with changes in their environment. A Universal Design for Learning example includes asking students how they’re feeling today on a scale of 1-5 to understand their needs and any accommodations.

    Postsecondary students frequently learn how to self-regulate by observing their professors. Virtual classrooms can encourage this skill by modeling motivation and self-regulation. Then, educators can prompt students to use these abilities in real life. Instructors should discuss their expectations and help students set personal goals. They can support students as they self-assess their abilities and become more aware of their mistakes. Over time, students can learn how to develop healthy emotional responses to a variety of events.9

    2.3.2. Sustaining effort and persistence

    In order for a student to learn, they must make an effort to pay attention in class. If a student is motivated correctly, they can focus and make a sustained effort in the classroom. Each learner self-regulates in a different way, and these disparities are often due to their motivation levels. Other factors like contextual interference—a disruption in the motor learning phenomenon that affects how people learn and practice new skills—and self-regulation skills can also impact the student’s concentration. This is caused in part by the learner not seeing the value of certain goals and objectives.

    Educators can support students by providing different resources to help them learn. Students are more likely to rise to the expectations set to them, so teachers should provide the tools that students need to succeed and help them achieve a certain level of understanding. When introducing goals, instructors should also discuss why each goal matters—put into practice through detailed criteria—so that students feel motivated to achieve each objective.10

    2.3.3. Recruiting interest

    If the information does not engage the student’s interest, it is essentially inaccessible. Students must be able to absorb and process information in their minds. Each student is interested in different topics of discussion, so teachers must figure out how to gauge their interest in different ways.

    Instructors can attract the student’s interest by providing multiple choices whenever it is possible to do so. By allowing for individual choices and autonomy, educators can empower students to take control of their learning. Teachers should also connect the subject matter to experiences outside of the classroom. If university students believe the subject matter has value, they are more likely to be interested in learning it. Finally, teachers should attempt to eliminate distractions so that students have a safe space to learn new information.11

    3. Why should you use universal design in your online course?

    When using the UDL framework in an online course, you create equal opportunity for students of different backgrounds and abilities to learn the course material. If you are only teaching students in one specific way, many of your students may not be learning the information properly. Universal Design for Learning can help you make your course accessible to all types of learners.

    When using the UDL framework in an online course, you create equal opportunity for students of different backgrounds and abilities to learn the course material.

    4. How can you apply universal design in your online course?

    When using the principles of UDL in your online course, consider the course’s engagement, representation, action and expression goals. Here are four ways to put Universal Design for Learning examples to use in your class.

    4.1. Syllabus

    Your course syllabus shows college students what they will be learning in the upcoming quarter. It should give students multiple ways to engage with the content, such as through class readings, podcasts, webinars and guest lectures. The syllabus can communicate regular routines, assessment formats and expectations. It should also include the ways that students can access the course content. Consider adding headers and subheadings in your syllabus to make it accessible for screen readers. Download Top Hat’s syllabus template now, available in either Google Docs or Word format.

    4.2. Course materials

    To follow the principles of universal design, you should select an array of course materials. Instead of only using a textbook, your course can incorporate podcasts, discussion boards, essays, videos and physical activities. By changing the way students can absorb information, you can make the course information accessible to every student.

    4.3. Assessment

    While some students can take a written test without any issues, others have trouble reading written tests or turning them in. In the realm of assessment, Universal Design for Learning examples might include using video conferencing software to measure student understanding. Depending on the coursework, you could also use assessment techniques like recorded videos.

    4.4. Teaching

    In order to make your course more accessible, vary the way you teach your course. Images, graphs and textbooks are effective in helping students understand information. Some students learn better through audio tracks, so you may want to use a recorded lecture, video or podcast as well. In addition, you can teach students through discussion groups and other techniques as well.

    Top Hat’s Student Engagement toolkit is packed with templates and strategies to create accessible assessments, lesson plans and classroom discussions. Access now.

    5. Universal Design for Learning examples

    The following list includes Universal Design for Learning examples that you can use to create an equitable and accessible learning environment. You can also create other feedback, assignment and learning options that help diverse learners master the course material in your class.

    5.1. Assignment options

    Students can achieve the course’s learning objectives through a variety of assignment styles. Beyond traditional homework, students can also submit video recordings of a presentation or speech. They can alternatively create comic strips or podcasts. Another Universal Design for Learning example involves flexible assignment due dates. This policy accommodates students who may have obligations outside of class, such as work or family responsibilities, or who may need additional time due to disabilities or health issues.

    5.2. Regular feedback

    In order for students to improve, they must regularly receive detailed feedback. Formative assessments can help with this goal, where the student’s ongoing learning is monitored. These assessments also provide feedback that educators can use to improve their course delivery.

    5.3. Digital and audio text

    Textbooks are just one way that university students can learn. Audiobooks and text-to-speech programs can also help. In addition, you can use audio transcripts and videos with closed captions for students who require assistive technologies. Professors can use multiple modes of communication to convey information, including verbal instructions, written handouts, visual aids, and online resources. These specific Universal Design for Learning examples help students with diverse language abilities, learning styles, and sensory preferences to comprehend the material effectively.

    6. Questions to ask when designing an accessible course

    6.1. Multiple means of engagement

    1. Does the course encourage independent student responsibilities? In order for college students to learn, they have to be motivated and engaged. When students work independently on coursework, they feel responsible for the outcome. They also become more engaged in studying the material. Consider facilitating surveys or a student interest inventory at the start of the semester to gauge interests, hobbies and strengths. You can then use this information to tailor units of study accordingly.
    2. Can students complete at least some course content at their own pace and in any order they wish? Everyone learns at a different pace. When the course moves too quickly, students can fall behind. Over time, this can cause students to lose motivation. Letting students learn at their own pace in a blended or online course acknowledges their unique circumstances and provides them with the time they need to engage with the course material. Consider implementing an assignment ‘grace period’ to allow students to plan their schedules accordingly based on priorities.
    3. Are course learning goals and outcomes clear? When students are confused or lost, it is impossible for them to become engaged in the course material. You can remove this obstacle by clarifying your learning goals. When students know what to expect and what they need to do, they are more likely to achieve the course’s goals.

    6.2. Multiple means of representation

    1. Is the course content provided in multiple ways? With Universal Design for Learning, the goal is to help postsecondary students from all backgrounds and abilities. Students may have visual or aural impairments or have a disability. They may also come from a culture where subject matter is taught differently. Ideally, your course content should be provided through multiple techniques so that everyone has an equal opportunity to learn. Universal Design for Learning examples include complementing course readings with interviews or videos.
    2. Do learning opportunities and assignments use students’ prior knowledge? You can help students retain information by connecting it to their prior knowledge. You can show how new information relates to a previous class or personal experience. Sometimes, you can even assign students the task of reflecting on everything they have learned and how the new topics related to their personal experiences.
    3. Does the course have interactive learning activities online? If you are teaching online, ensure you have multiple ways to get students involved. Interactive activities help students feel like active participants in the learning process. Because students are more likely to learn when they are actively involved, this technique is extremely important for online learners. It ensures that students are just as motivated in their studies, even from a distance. Complement lectures or readings with simulations or other opportunities for students to apply their knowledge.

    6.3. Multiple means of action and expression

    1. Have you provided students with note taking support? There are many different disabilities that can make it difficult for students to take notes. To help your students, offer them multiple ways to take notes in class. They can use videos, audio recordings or written techniques to recall information. Some students may also benefit from making graphs or drawings of the new course material.
    2. Does the course include a variety of assessment methods? While some students can take written tests, this is not the best way to assess every student. Universal Design for Learning examples that support a flexible assessment strategy include video interviews, recordings, posters and other techniques. If you use written tests, you may need to offer support such as audio recordings of the questions and answers. Balance summative assessments with low stake formative assessments that enable students to receive more regular and timely feedback.
    3. Are college students encouraged to communicate with faculty and classmates in the course? Open communication between faculty and students—and especially on the student-student level—helps many learn and absorb new information. Ideally, instructors should offer multiple ways for students to communicate with their classmates and teachers. Universal Design for Learning examples could include using online forums, video conferences, interviews or essay feedback to host conversations with students.

    Our Teaching with Top Hat Toolkit offers videos and helpful resources to design an accessible learning community in our platform. Browse the toolkit today.

    7. The history of Universal Design for Learning

    Originally, this technique started out as an architectural concept. In architecture, universal design refers to creating designs that appeal to everyone. These designs must also comply with the Americans with Disabilities Act (ADA). Because of the ADA, many schools began using inclusive facilities and providing equal access to their courses. Originally, the idea of universal design in architecture was created by architect Ron Mace at North Carolina State University.

    In 1984, the Center for Applied Special Technology (CAST) was formed. CAST applied the original universal design guidelines to the educational space as a means of facilitating reform. Today, the CAST website houses plenty of instructional design tips and professional development strategies to make the postsecondary education experience more accessible.12

    8. Bring UDL to life with Top Hat

    Top Hat’s feature suite ensures your students have access to an equitable learning environment. Postsecondary students are able to learn from anywhere—the platform’s offline mode still lets students complete their homework assignments, even without having an Internet connection. Similarly, students can use multiple devices to engage with content stored in Top Hat. Top Hat is compatible with assistive technologies such as screen readers, plus keyboard navigation makes it simple to navigate through content.

    Outside of class time, alternative text on images in textbook readings helps students using screen readers understand the visuals alongside the text. Instructors can personalize the learning experience for individual students by customizing assignment due dates and grade weights. This ensures students have multiple ways to express their knowledge—and at a time that suits them.

    Top Hat’s accessibility features create a level playing field in your course. Learn more about what Top Hat can do for your students here.

    9. References

    • Morin, A. (n.d.). What is Universal Design for Learning (UDL)? Understood. https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works
    • CAST. (n.d.). The UDL Guidelines. http://udlguidelines.cast.org/
    • CAST. (n.d.). Executive Functions. http://udlguidelines.cast.org/action-expression/executive-functions/executive-functions
    • CAST. (n.d.). Expression & Communication. http://udlguidelines.cast.org/action-expression/expression-communication
    • CAST. (n.d.). Physical Action. http://udlguidelines.cast.org/action-expression/physical-action
    • CAST. (n.d.). Comprehension. http://udlguidelines.cast.org/representation/comprehension
    • CAST. (n.d.). Language & Symbols. http://udlguidelines.cast.org/representation/language-symbols
    • CAST. (n.d.). Perception. http://udlguidelines.cast.org/representation/perception
    • CAST. (n.d.). Self regulation. http://udlguidelines.cast.org/engagement/self-regulation
    • CAST. (n.d.). Sustaining Effort & Persistence. http://udlguidelines.cast.org/engagement/effort-persistence
    • CAST. (n.d.). Recruiting Interest. http://udlguidelines.cast.org/engagement/recruiting-interest
    • OCALI. (n.d.). History of UDL. https://www.ocali.org/project/learn_about_udl/page/udl_history

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  • The Ultimate Guide To Online Teaching

    The Ultimate Guide To Online Teaching

    What is Online Teaching?

    Online teaching typically refers to courses that are delivered completely online, meaning there are no physical or on-campus class sessions. Online courses can be designed for a handful of enrolled students or can be made open and accessible to a wide variety of participants. Instructors may choose to teach an online course because they want to take their teaching beyond the confines of the physical classroom. Other instructors may choose to do so because they want students to benefit from the online environment. Online teaching gives students unlimited access to resources and the ability to collaborate and connect with each other at any time of day. It also gives educators the ability to teach online classes from home.

    Contents

    1) Developing and Teaching an Online Course
    2) Planning and Designing an Online Course
    3) Synchronous vs. Asynchronous Online Teaching
    4) Online Assessments
    5) 7 Best Practices in Online Teaching
    6) Conclusion

    Developing and Teaching an Online Course

    Preparing for online teaching is not as simple as taking materials from a traditional course and putting them online. Educators engaging in online teaching for the first time will need to plan their approach thoughtfully, even full-time experienced educators. This starts with identifying learning objectives and then building educational activities to support them. Rather than make wholesale use of course content from previous classes, materials should be repurposed or adapted by taking into account the strengths and weaknesses of online learning environments. Organizing course content into units, with submodules, key concept reviews and unit tests—along with a tailored and consistent content release schedule—will help ensure students remain on track to achieve desired learning outcomes.

    Online Curriculum Development

    In online teaching, curriculum development is defined as the step-by-step process used to create positive improvements in the courses offered by a school, college or university. As new discoveries are made, they have to be incorporated into the online education curricula. Innovative teaching techniques and effective online teaching strategies are constantly being developed and refined in order to improve the student learning experience.

    Current online curriculum models can be divided into two broad categories—the product model and the process model. The product model focuses primarily on results. Grades are the primary objective, with more emphasis placed on achieving desired objectives at the summation of the course rather than on the learning process itself. The process model, however, is more open-ended and focuses on how learning progresses over the course of a semester. Both models are important when it comes to developing a holistic and effective curriculum for online teaching.

    There are three types of online curriculum design: subject-centered, learner-centered and problem-centered.

      • Subject-centered curriculum design revolves around a particular subject matter or discipline, such as mathematics, literature or biology. This type of curriculum design tends to focus on the subject matter being taught online, rather than the individual student.
        Educators create lists of topics and specific examples of how they should be studied, which are then mapped to the most effective online learning activity or method. This approach is most popular in large university or college classes taught online, where teachers focus on a particular subject or discipline in their classes.
      • Learner-centered curriculum design prioritizes student needs, interests and goals. It acknowledges that students are individuals and have different learning needs and therefore should not, in all cases, be subject to a standardized curriculum. This approach aims to empower learners to shape their education through choices and relies heavily on asynchronous online teaching and learning. This can be complex for large class sizes and is more suitable for smaller, seminar-style courses.
        Differentiated instruction and learning plans provide an opportunity to select assignments, teaching and learning experiences or activities online. This form of curriculum design is highly effective at engaging and motivating students, particularly in online teaching and learning environments by providing students with greater choice and flexibility. However, the drawback to this form of curriculum design is that it can create pressure on the educator to source learning materials online that are highly specific to each student’s personal learning needs. This can be challenging due to teaching time constraints.
      • Problem-centered curriculum design teaches students how to examine and analyze problems and develop solutions, largely using online simulations. This is considered an authentic form of learning because students are exposed to real-life issues, helping students develop skills that are transferable to the real world.
        Problem-centered curriculum design has been shown to increase the relevance of the curriculum and encourages creativity, innovation and collaboration in the online classroom. However, one shortcoming of this format is that it does not always consider individual learning styles and requires a great deal of collaboration between students.

    By considering all three types of curriculum design before you begin planning, instructors can choose the types that are best suited to their students and the learning objectives for their course.

    Planning and Designing an Online Course

    Planning for Online Teaching

    An important step in bringing your online course to life is the actual implementation. This includes aligning course materials to learning goals and in accordance with your online teaching philosophy. There are a number of things to consider during the decision-making process.

    First, it is important to understand the audience for your online course and who will be participating in supporting the delivery of modules, labs and other learning activities. Recognizing that learners may vary widely in their background, knowledge and skills is essential in order to accommodate these differences in your course design. Secondly, it is imperative to have specific learning goals in mind. An effective online pedagogy means carefully considering what you expect your students to know and be able to do at the conclusion of your course. Next, consider the different types of content your course requires. Decide how students will engage with that content and with each other. Also consider which assessment types best support the measurement of learning objectives for your students. Here are a number of helpful methods that can be used to guide the planning and development of your online teaching curriculum.

    Backward Design

    Backward design is often used in online teaching to design learning experiences and instructional techniques to meet specific learning goals. Backward design begins with identifying the objectives of a unit or course—what students are expected to learn and be able to do—and then working “backwards” to create lessons that achieve those desired goals. In online teaching, the educational goals for a course or unit are often closely aligned with a given institution’s learning standards. These are concisely written descriptions of what learners are expected to understand and be able to do at a specific stage of their education. In the context of online teaching, this includes the expectation that students have mastered certain technology tools and platforms to meet these goals.

    There are many benefits to backward design. Starting with the end goal in mind helps educators design a sequence of assessments, readings, course materials and group activities that are more likely to result in learners achieving the academic goals of a given course or unit—that is, actually learning what they were expected to learn.

    Beginning the planning process with the end goal in mind is often a counterintuitive process. However, backward design gives educators a structure they can follow when creating their curriculum, as well as planning their instructional process. Using a backward design approach also helps educators better align the different elements of their course by methodically integrating learning goals, activities and assessments at every step.

    Managing the Logistics of Online Teaching

    Even though planning for an online class may start in a similar way as an on-campus or face-to-face course, there are several important differences that those teaching online should keep in mind. First, it is important to consider how technology will influence the way you conduct your online teaching. If you would like to use an interactive lecture format, you will need to find ways to engage students in an online environment. Chat channels, discussion forums, blog postings and online office hours are a few ways for online teachers to connect with learners. Those engaging in online teaching will also need to consider how the use of virtual classroom technology will impact student learning. Do your students require specific technical knowledge or computer functionality such as a webcam? How will they interact in the online environment? What will you do to make your online classroom inclusive to all students?

    When transitioning to online teaching, educators also need to address technical issues. It is important to plan all of your components for an online course before the first day of class. Start early and seek collaboration and support from your colleagues, when possible. Many institutions have Centres for Teaching and Learning with experienced instructional designers who are able to help manage the transition for instructors and their students.

    Synchronous vs. Asynchronous Online Teaching

    Synchronous Online Teaching

    Synchronous online teaching occurs in real-time through video conferencing platforms like Zoom, Go-to-Meeting and YouTube Live. When used with an online teaching platform or learning management system, synchronous online teaching allows educators to continue many of the same learning activities found in an in-person classroom. Learners can access lecture slides, respond to interactive questions and engage with discussion threads with their peers.

    Delivering online teaching information and presentations in real-time creates a sense of speed and intimacy that helps increase student engagement. This allows educators to respond directly to student questions and discussions, provide feedback and adjust online teaching to ensure students are comprehending course material.

    To ensure synchronous online teaching is effective, it is important to have the proper technology tools and platforms in place. Ideally, video conferencing solutions should be used for delivering online lecture content, as well as an active learning platform or learning management system to support assessments, readings, live discussions and interactive questions. With large class sizes, having a remote teaching assistant is especially helpful in alerting instructors to any technical or experiential issues that may occur when using technology tools and platforms. Online teaching assistants can also provide support by responding to discussion threads directly or gathering commonly asked questions requiring further review and clarification.

    Similar to a physical classroom, it is important to balance content delivery with interactive learning activities, as well as building in time for review into the lecture schedule. A best practice is for course information to be presented in ten-minute chunks, followed by blocks dedicated for reflection exercises and interactive questions and discussions to keep students engaged.

    In the same way that the answers to in-class discussion questions inform how comprehensively course material is covered, it is important to be able to understand where students are struggling. This includes using low stakes quizzes and discussion questions to ensure students are able to achieve online teaching objectives. Synchronous online teaching provides opportunities to apply concepts and collaborate, helping to deepen learning. Real-time interaction is also particularly useful when it comes to delivering complex concepts that require immediate feedback or clarification to keep students on track.

    Asynchronous Online Teaching

    Asynchronous online teaching uses many of the same technology tools and platforms, with the main difference being student learning is self-paced. With asynchronous online teaching, educators deliver course content and assignments remotely using a combination of solutions like Zoom to record and post lectures online as well as learning management platforms to centralize assignments and other learning resources. Learners interact with digital courseware, assignments and their peers through discussion channels. Asynchronous online teaching is more convenient for students who may have children or other dependents as well as inflexible job hours. As well, not every student can afford or has easy access to the internet. The ability to learn on an individual schedule gives learners the flexibility they need to find time where they can engage with online course material. The benefit of this online teaching method is being able to utilize active learning techniques without the need for participants to be active at the same time.

    Asynchronous online teaching is particularly useful when it is difficult for your students to maintain a specific schedule. Accessing materials, readings, assignments, quizzes and lecture recordings in a single place allows students to engage with course material at their own pace. There are many simple ways to drive engagement even if much of the learning is self-directed, such as using discussion forums, integrating questions into assigned readings to test comprehension and using multimedia elements like video to dimensionalize learning. Asynchronous online teaching also provides the opportunity to promote peer collaboration, creating specific assignments that require students to work with one another or review others’ work outside the confines of a class schedule.

    Asynchronous learning requires online educators to take time to revisit learning objectives for the semester. Identifying whether there are components that can be recorded for students to view on their own schedule versus what information should be delivered live or asynchronously is an integral part of the design process. Giving thought to where students can access readings, lecture materials, assignments and instructions can help develop a more effective learning plan and identify any potential gaps that may exist in course instruction.

    Without the benefit of live interaction, it’s especially important to communicate expectations and reminders and address student questions in a timely fashion. Regular, helpful and empathetic communication is an essential tool for reducing the apathy and sense of isolation many students feel when learning remotely.

    Online Assessments

    When teaching online courses, there are two primary types of assessments: open-book tests and remotely proctored exams. There are a number of benefits to each, but the effectiveness of both is determined by how well they are designed and implemented into online teaching.

    Remote Open-Book Exams

    Online teaching provides the opportunity to look at different options beyond the traditional summative assessment. Open-book exams offer a great deal of flexibility, making it an ideal option for instructors or institutions that rely on asynchronous learning.

    An open-book assessment that is strategically designed provides interesting opportunities to test skills beyond rote memorization, such as problem-solving and critical thinking. Open-book exams are especially effective when they focus on using synthesis, analysis and evaluation to assess what students know, according to the Center for Teaching at Learning at UC Berkeley. The ability to intersperse questions with digital reference materials like images, video and audio clips also allow for more creativity and freedom when constructing an exam in relation to traditional in-class tests.

    Developing interactive digital documents with pictures and videos embedded alongside test questions creates a more dynamic assessment experience for students. Using multimedia and other reference content allows learners to discuss and assess opinions given to them within the assessment or analyze a diagram and its findings. Depending on the learning platform, open-book assessments can also include a variety of different question types, including matching, sorting, fill-in-the-blank, long-form answer and click-on-target (with multiple targets) questions.

    Proctored Tests and Exams

    In many cases, such as courses required for accreditation, open-book assessments are simply not an option. In these instances, there are a number of platforms that offer secure proctored tests and exams. Students can take on their own computers, at a pre-set time and from any location. Advanced ID verification, the ability to secure browser settings and the use of artificial intelligence to monitor students have helped assuage concerns over academic integrity.

    Using a variety of question types—multiple choice, word answer, fill in the blank, matching and long answer—instructors can provide students with an assessment that tests their knowledge as well as their analysis and communication skills. For these types of assessments, student performance can be automatically graded upon submission, making the turnaround time for student feedback much faster than manual grading.

    7 Best Practices in Online Teaching

    1) Bring who you are into the online classroom: One of the key benefits of traditional, face-to-face teaching is being able to share your passion with your students. Many educators use the performative aspect of teaching to their advantage, feeding off the energy in the classroom to deliver their lectures. However, it is easy for unique teaching characteristics—humor, emphasis, body language, facial expressions—to get lost in translation when a student can’t see or hear you. The predominant means of online communication is text, which can quickly become demotivating and uninteresting for students. It is necessary and inevitable that some components of your online course will be delivered through written communications. Assignment instructions, emails to students and weekly course-wide announcements can all be tailored to your unique voice and style:

    • Record yourself: audio or video recordings are a great way to bring your whole self to your students in addition to lecture videos (if you choose to use this functionality). Students need to know you in order to engage in learning online and showing them that you are human with a short video greeting at the beginning of your course is a great way to set the right tone.
    • Express your support: It’s important to infuse your writing with warmth when teaching online classes. As digital natives, Gen Z students are highly adept at sensing the tone of written digital communications. When reminding students about upcoming assignment deadlines, for example, don’t write, “A number of you have not completed the readings necessary for the assignment due later this week. Please note that the assignment is worth 40% of your grade.” Instead, write “Thanks for your hard work so far this semester. Small reminder to complete the specified readings before you start this week’s assignment. Please let me know what questions you have or if you need any help. Thanks all!”

    2) Be present and responsive on your online course site: Your presence is so important in teaching online college courses because it encourages bonding as the class evolves as a group and develops intellectual and personal connections. Thoughtful and consistent daily presence shows the students that the online educator cares about them and their questions and concerns, even if they are a part-time educator and busy with other responsibilities. It also shows that you are generally present for them to do the mentoring, guiding and challenging that online teaching is all about. Schedule a few hours of time each week to be visibly engaged and present in your online class. Here are a few ways to interact with your students:

    • Hold online office hours or virtual ‘coffee chats,’ to get to know your students on a more personal level.
    • Answer questions regularly in your course’s online discussion forum.
    • Post a weekly announcement to recap the previous week’s learnings or introduce the coming week’s content.

    3) Use a variety of large-group, small-group and individual learning experiences: Online teaching works best when a variety of learning experiences and activities are offered. Online courses are more enjoyable and effective when learners are given the opportunity to work through course concepts and assignments with their fellow students. However, some students learn and work most effectively on their own. Incorporating options and opportunities for students to work together and individually is beneficial for accommodating different types of learners. Small groups are particularly effective in online teaching when learners are working on complex case studies or scenarios for the first time. It is also important to have activities that involve the whole class such as discussion boards or events with invited experts for creating a sense of community in an online course.

    4) Ask for informal feedback on your online teaching: Early surveys or informal discussions are effective in getting students to provide feedback on what is working well in an online course. It is also a chance to solicit suggestions and ideas on what might help learners have a better online course experience. This early feedback should be done in week three or four of a semester so time is available to make corrections and modifications while the course is ongoing. A simple e-mail or discussion thread asking a few of these questions works well:

    • What’s working so far?
    • How could your online learning experience be improved?
    • What would you like help with?

    5) Think like a student: Teaching online means that the learning environment loses the built-in sense of community that comes more naturally to a traditional classroom environment. This can lead to feelings of isolation and disengagement and demands a different kind of support than teaching in person.

    Envisioning how your students will experience the class, having never learned this content before, helps prepare for these potential challenges. Did you give straightforward instructions for your extension policy? Have you supplied a detailed breakdown of how assignments will be graded? Are learning objectives and curriculum objectives explicitly tied to online teaching and learning activities? Students should ideally understand exactly what you are teaching online and what is expected of them as a result. Being intentional about course design is essential to ensuring students interact with course content the way that instructors intend. Here are a few ways to create a sense of community in the classroom:

    • Use a discussion board thread to have students share tidbits about their interests inside and outside of the classroom
    • Ask students to post pictures of their pets or what they’ve been watching on television (and be sure to share as well!)
    • Play music at the beginning of each lecture video

    6) Organize your content logically: When teaching online, the design and sequence of content and learning activities must be methodical, intuitive and systematic. Help students move through content and learning activities easily, so that their attention remains focused on learning the material. If they are required to leave a lecture module and use another drop-down menu or folder to watch a required video, that can be distracting—or frustrating if it’s complicated to find. When students use a lot of cognitive resources just trying to figure out where to go to access resources, they have less mental energy left for learning the content itself. This can be a bigger challenge for students who are already unmotivated in the first place. Instead, try to order materials and activities in a sequence that is straightforward and easy to navigate for students.

    7) Ground online teaching in reality: A variety of examples and explanations can help learners grasp course concepts in a way that makes the most sense to them. Examples are perhaps even more crucial in online teaching, since students don’t always have the opportunity to ideate with instructors or peers in the moment to clarify a course concept or missed detail. Online learners benefit from multiple explanations of difficult concepts and being prescriptive when it comes to the kind of work you want to see. Modelling behaviors is a good way to lead by example. For instance, use a friendly yet professional tone when writing discussion posts and assignment instructions. Demonstrate respect for diverse opinions and respect differences in learning. When you show students what you expect, they are likely to be more confident in their ability to make online learning successful. This positively impacts their motivation to engage meaningfully with course concepts, and participate in learning activities.

    Conclusion

    Online teaching can be quite different than teaching in a classroom. Teaching online requires specific competencies and skills associated with effective online course delivery and facilitation. However, it is clear that the ability to teach effectively in online environments is becoming more of a necessity than a nice-to-have in the higher education space. The good news is that there are many resources available as well as tools and platforms to support educators in making this shift. By combining the power of experience with the right technology, instructors can pivot their teaching practices online, increasing flexibility for students and accommodating the diverse needs of today’s learners.

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