{"id":3543,"date":"2020-07-09T12:23:18","date_gmt":"2020-07-09T12:23:18","guid":{"rendered":"https:\/\/www.editage.com\/insights\/lessons-learned-9-takeaways-from-teaching-online-during-covid-19\/"},"modified":"2025-02-21T07:15:08","modified_gmt":"2025-02-21T07:15:08","slug":"lessons-learned-9-takeaways-from-teaching-online-during-covid-19","status":"publish","type":"post","link":"https:\/\/www.editage.com\/insights\/lessons-learned-9-takeaways-from-teaching-online-during-covid-19","title":{"rendered":"Lessons learned: 9 Takeaways from teaching online during COVID-19"},"content":{"rendered":"

Editor\u2019s note:<\/i><\/b> <\/i>This story was <\/span>originally shared on Medium<\/a><\/span><\/span><\/i> by Damian Radcliffe. It has been republished here with permission.<\/span><\/i><\/span><\/span><\/span><\/p>\n

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\u00a0<\/i>Like most educators, the coronavirus pandemic forced me to move my teaching online. And quickly.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

My institution, the University of Oregon, like many others had to make some rapid calls about the move to online instruction.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Although I had some experience of creating materials for online courses, there is a big difference between contributing a few pieces to a\u00a0<\/span><\/span><\/span><\/span><\/span>MOOC<\/span><\/span><\/span><\/a><\/span><\/span><\/span><\/span><\/span> (massive open online course), and delivering 3 x 10-week classes \u2014 at short notice \u2014 to a cohort which is both unsettled, and skeptical of the value\/quality of teaching you might provide.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

That many of these students had yet to take a class with me before, was also a factor. They didn\u2019t know me. And I didn\u2019t know them.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

The learning curve was going to be steep. It still is.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Nonetheless, I am pleasantly surprised with how things have gone, and as we rapidly approach the end of term, it\u2019s a good opportunity to pause and reflect on the experience.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

With that in mind, here are nine key things that I have learned so far:<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

1) You cannot just replicate what you do IRL<\/span><\/span><\/span><\/span><\/span><\/b><\/span><\/span><\/span><\/p>\n

I knew this, intellectually. But, I didn\u2019t\u00a0really<\/i>\u00a0know this until term started.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Zoom is exhausting<\/span><\/span><\/a><\/span><\/span><\/span><\/span><\/span>. Especially if you\u2019re the host, staring unblinking at a screen, trying to pick up on visual cues, and unable to look away, lest you look disinterested or bored. We just don\u2019t engage like that in real life.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Typical classroom lectures don\u2019t work either. Fortunately, I tend to only teach small classes, and I\u2019m not the lecturing type. I may do a few a term, but they\u2019re really discussions with slides + examples.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Tip: Break lectures up into a series of online quizzes \u2014 with questions after every 5\u201310 mins of presentation.<\/span><\/span><\/span><\/span><\/span><\/i><\/b><\/span><\/span><\/span><\/p>\n

2) There is a value to hosting live classes<\/span><\/span><\/span><\/span><\/span><\/b><\/span><\/span><\/span><\/p>\n

I continue to conduct most classes live. We don\u2019t meet for the full scheduled duration (1 hour 50 mins), but will connect for 60\u201390 mins, with the rest of the class materials available for students to pursue at their own pace.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Several students have commented that I am the only instructor they have doing this. In some cases, my class(es) are the only ones they have with any live elements\u00a0at all<\/i>.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

At a time when<\/span><\/span><\/span><\/span><\/span>\u00a0all the days feel the same<\/span><\/span><\/a><\/span><\/span><\/span><\/span><\/span>, many students also tell me how valuable this is. For some, it is the only fixed point in their weekly calendar.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Especially for students living alone, it not only helps to create some routine, but also a sense of community.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Tip: If you have live classes, try to keep them under an hour. If they are longer, be sure to factor in different types of activities, just as you would do in a physical classroom.<\/span><\/span><\/span><\/span><\/span><\/i><\/b><\/span><\/span><\/span><\/p>\n

\"Default<\/p>\n

Photo\u00a0via<\/span><\/span><\/a><\/span>\u00a0Ally Osborne<\/span><\/span><\/a><\/span>, captured during our conversation with University of Oregon alum\u00a0Isabella Garcia<\/span><\/span><\/a><\/span>.<\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

3) Record all your classes for later consumption<\/span><\/span><\/span><\/span><\/span><\/b><\/span><\/span><\/span><\/p>\n

The digital divide is\u00a0<\/span><\/span><\/span><\/span><\/span>very real<\/span><\/span><\/a><\/span><\/span><\/span><\/span><\/span>. And, right now, it\u2019s having a\u00a0<\/span><\/span><\/span><\/span><\/span>bigger impact<\/span><\/span><\/a><\/span><\/span><\/span><\/span><\/span>\u00a0than ever on the education experience of all students. Whatever their age.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Lack of broadband access, coupled with the closure of coffee shops and many public spaces \u2014 making it difficult to access free Wi-Fi \u2014 and the fact that online learning can quickly chow through your expensive data plan; are all considerations that instructors need to be cognizant of.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Heck, my internet connection even slows down when it rains, which can be a real challenge given the climate in much of Oregon!<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Alongside this, I have students who have jobs that clash with class \u2014 and in the current climate I\u2019m not going to tell them to cut their job, I\u2019m going to make sure they can catch class later.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Moreover, mental health considerations may also make it harder for students to show-up, even online, on a regular basis. Flexibility with attendance, especially right now, is therefore vital.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Tip: Record your Zoom classes, so if a student cannot join you, they can catch-up later. Be sure to record + share, the audio, as well as video, version of the class. The audio version consumes much less bandwidth.<\/span><\/span><\/span><\/span><\/span><\/i><\/b><\/span><\/span><\/span><\/p>\n

4) Seek outside reassurance<\/span><\/span><\/span><\/span><\/span><\/b><\/span><\/span><\/span><\/p>\n

Given the anxiety many students understandably felt when the transition to online teaching was announced, during Spring Break I sent a note to each class stressing continuity, telling them what we would be doing, and emphasizing how\/why this would help their continued development.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

As a Professor of Practice, a major part of my role is to bridge the gap between academia and the media industry. Conversations with industry professionals are a key means of doing this; often reinforcing conversations already being had in class.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

This term, more than ever, these sessions have been useful in assuring students that jobs and freelance opportunities still exist, that you can produce good work remotely (including discussions about how to do this), and that remote working was already becoming more commonplace.<\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/span><\/p>\n

Tip: Conversations with young alum are especially useful, as their experience resonates better with students. Many of my Guest Speakers previously took the class (with me) that they are now guesting in, which provides a powerful feedback loop for the next generation.<\/span><\/span><\/span><\/span><\/span><\/i><\/b><\/span><\/span><\/span><\/p>\n

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Great to chat with @UOsojc<\/a> alum @samanthamatsu<\/a> and @meerahpowell<\/a> today about their roles @OPB<\/a> and @OPBTOL<\/a> and life after graduating from @uoregon<\/a>. It\u2019s always great to hear from alum, many of whom who generously give back as guest speakers. pic.twitter.com\/1kJGiLt8ku<\/a><\/i><\/b><\/p>\n

\u2014 Damian Radcliffe (@damianradcliffe) April 7, 2020<\/a><\/i><\/b><\/p><\/blockquote>\n