A framework for online teaching
My observation and experience of online teaching
Over the previous 6 months a lot of the in-person teaching has shifted to online teaching. The familiar way of monitoring learning by reading body language and observing student’s work progress is therefore less accessible and requires a different form of engagement. The digital learning environment brings a different set of requirements for students’ needs and learning capacity. Therefore, the pedagogy and technical awareness moves into a more central place in teaching. The online teaching brings certain challenges but also opens a whole set of possibilities in learning.
In this blog post I want to explore potential challenges and present tools to work around these challenges to create a positive experience for students and teachers.
Pillars in online teaching
I found the Inclusive Distanced Teaching video from Terry Finnigan, Liz Bunting & Carole, the UAL Inclusive Blended Learning, the Core Practise for Inclusive Online Teaching and the Inclusive Core Practise very informative for adapting in person teaching to online teaching. The exchange of experiences from my PG Cert colleagues which is gathered on the Padlet pages from the September T&L session was very useful. I will also draw on my own experience of online sessions and show examples from an online portfolio workshop that I created and held.
The table below identifies some of the key themes, their risks and benefits and suggestions of responding actions.
| Theme | Risk | Benefit | Action |
| Setting the frame | – confusion during the session – overwhelm for students | – students can focus on the activities and session – simple to follow for students and teacher | – at the beginning of the session clear announcements verbally and written what the session will be covered in the session and how it will work. – review at the end of the session – students feel relaxed and present knowing the ‘what’ and ‘how’ with what will happen |
| Well being | – poor mental health and wellbeing – poor attendance – students might be shy to show work or contribute to the class – students might feel lonely or isolated – social component after class does not automatically exist | – opens space for students to be present in the session and have fun – joy and learning – students can stay in their familiar physical and social environment – students feel enthusiastic about their work – some students feel more comfortable to contribute in an online setting that in real class | – check in at the beginning of the session, i.e. emoji, chat, whiteboard. What is going on in the room – check out at the end of the session – reminding students of selfcare – build in activities away from the screen i.e. outside – listening to students and saying what students’ reaction tutor notices – encourage students to take part in online community platforms to support each other – build in fun exercises in between – remind students of self-care/breaks in needed |
| Attention span | – Students are mentally not present – Stress and anxiety can arise – it is much harder to be online for a long time | – students can digest the information – Students enjoy and feel motivated to continue learning | – regular breaks away from the screen – build in interactive activities where students participate in a simple way – simple activities away from the computer to ground learning in their environment – keep sessions short |
| Technology | – internet connection might drop – students have limited access to devices – students might struggle to find information – it can take more time to arrange i.e. breakout groups | – students can access information to a time that works for them and repeat information – can make learning more inclusive to various learning types – With asynchronous teaching (video recording, links, readings) students can access material when it works for them | – make recordings of sessions available for students – majority of the session low tech to make it inclusive – think of back up in case some tech fails – give ample time to test technology before hand – very clear and simple organisation of where links, recordings and resources are accessible – usage of possible tools: whiteboard, slides, pre-recorded video, breakout rooms, Padlet, link to websites, workflow, life demos |
| Group connection | – feeling of loneliness or low motivation | – group work does not depend on geography | – encouraging buddy systems and peer work – ice breakers at the beginning of session – structure for peer feedback/work – online platforms like Padlet are accessible outside the session for connection in the group |
| Monitoring Learning Outcome | – tutors might not notice if students are absent or struggle with activities – visible and audio disconnect from students and tutor – students don’t automatically see and learn from peers | – student is less exposed in the class and might feel more comfortable to experiment and take risks | – regular check in with students T->S/G or S->S – students uploading images of work on platform i.e. Padlet – sharing screen and visiting student’s Padlet page – Group feedback sessions in between for students to see the level of other students work – in between peer feedback sessions – T/S check in in break out groups – deliberate check ins to invite students to show their work |
| Check in with students | – Students might feel shy or put on the spot | – very useful for the group how others are doing – important and helpful for tutor to hear how the group is doing to monitor session | – rounds of check in at the beginning and end of session – check in with individual students in breakout rooms – check in with individual students in the main space, other can listen in and learn – encourage questions as they help to build a sense of connection in the group |
| Design of Lesson Plan | – too many activities might be confusing or overwhelming – planned activities might not work | – permission to keep it simple | – Clear structure, clear communication – plan a core activity to cover LO then have surplus activities – build in more S->S learning – keep checking in, listening and adapting planned activities – reverse classroom, students prepare material. Use the time in the session for practise and discussion – importance to build in physical activities away from the screen – build in regular breaks (better too many) for self-care |
| Inclusivity | – students with diverse learning needs or limited tech access might not be able to follow the course | – high geographic inclusivity | – keep it simple – keep it low tech – check in regularly with students – be aware of time zones – ideally verbal, written and visual content for diverse learners and tech differences – leave slides up – give warning when changing the slide, space… – mention that tutor will read out comments in chat (mention own limitations) – cartoons or fun visuals can help building the bridge to session content |
| Activities | – tendency for disembodied activities – students learn in different pace and might need help with various things. Challenging to manage as tutor | – potentially a wider spectrum of activities possible | – End in mind, output in mind – 10’ videos no more – Accessible resources – No-screen tasks – Quiz / games – Study sets, buddy system, invite feedback – prepare core activities and extra activities for fast learners – breaking up students into pairs they can help each other – studying alone together – in between sessions arranging a time for feedback on uploaded work |
| Synchronous activities | – poor internet connection might exclude some students -visual quality of life demos might be poor | – sense of connection in the group | – back up of various channels i.e. video, chat, handout, pre-recorded video |
| Asynchronous activities | – Students can monitor their own learning and time, review session and jump unnecessary information | – flipped classroom, students prepare content. The life course time is used for discussion, Q&A, exercises | |
| Structure | – unclear structure causes confusion for students – it takes much more time to plan a session and all supporting material | – a bite-sized structure helps students to digest the information – repeating frame helps students to relax and build trust into the learning container. It is enough to adapt frame structure. | – Keep sessions very focused on one activity – 30min – 1h followed by a break – make it FUN |
| Relationship | – students might feel disconnected | – the importance of relationship between s/s and t/s becomes more important | – deliberate activities that build relationship and connection – more peer work for students to support each other |
In Action
How does that play out in teaching?
Below are a few examples of my online teaching experience together with my learnings from it.
The students responded to a repeating frame very well. Repeating activities framed the activities of each day in the beginning and in the end of each session. As I usually walk around in the room and observe how students were doing the monitoring in online teaching was not as easily accessible.
We had a check in at the beginning of each session where the students could share how they were doing and bring any reflections about the previous session. That created an emotional space for the students and helped to get a sense of how the group is doing. The use of various platforms and mix of activities helped the students to stay engaged and keep up the motivation in the group. I needed to build in regular breaks for the student recharge. Deliberate activities away from the screen was perceived as very energising from the students.
Various platforms and activities got good resonance from students
This is a landing page for the course. It allows students to prepare a session, download hand outs, recap some of the work and exercises from the session, look at inspiration and other sources, see examples of students’ work, information about the tutor and the link to the life session.
The interactive activities where the group works together engages the students. It brings a sense of team work and engages also for the more quite students. The writing is anonymous which allows the students to take risks. It is also possible to contribute verbally and in the chat. The screenshot of the session is saved on the course Padlet page
At the end of the course the students give each other feedback. In order to help the students understand the value on constructive feedback we break down how to give constructive feedback.
The learning they gain by looking and reflecting on each other’s work is very encouraging.
They then take these questions and visit a Padlet page from a peer there they leave a min of 5 comments. Afterwards I share my screen and we review some of the feedback given.
Conclusion
How a session framework together with possible platforms could be helpful to create an online session.
Template framework for online teaching session