Stumbling Made me a Better Online Instructor: 13 Tips Toward Quality Improvement

After 20 plus years working within higher education by developing and teaching in the online environment, mentoring and training faculty to deliver online instruction, and actively publishing in the field, I was “hitting my stride.” Two weeks before the semester, I agreed to teach a one-credit undergraduate honors course. The course was designed to provide students with exposure to research, develop an e-portfolio, and ultimately earn Graduation with Leadership Distinction (GLD). GLD is a formal honors distinction whereby the student’s accomplishments within and beyond the classroom are recognized on the graduate’s transcript (University of South Carolina, 2021). To satisfy the GLD requirements, students are required to meet specific entry requirements (e.g., minimum grade point average), complete an e-portfolio, earn a specific grade on the e-portfolio, and present the research at a forum.

While I had academic freedom to modify some of the sections within the syllabus, such as due dates, meeting times, and learning management system (LMS) tools, the learning modules and assignments had to remain the same due to the course having multiple sections throughout the semester taught by different instructors. At first glance, I was somewhat relieved that I did not have to quickly develop a course syllabus, material, and assignments before starting a new semester. However, warning signs should have been blaring in my head. After conducting a thorough review of the existing shell, I kept thinking: (1) it is only a one-credit course, (2) I have been teaching online for 20 years, (3) there are only 10 students in the course. I have this covered!

Once the course started, I quickly realized that an online course, regardless of the number of credits, requires the instructor’s immense amount of attention. Every aspect of the LMS being used (e.g., tools, videos, and assignments) must be understood and communicated to students. This reasoning should provide the “why”—that is why this tool/video/assignment is being assigned and implemented within the course. After a very painful semester of always being two steps behind, I learned the importance of course organization. Here are some helpful recommendations when faced with (a) a new course or (b) offered a course copy.

The 13 tips are divided into three categories. The first category consists of course development. Course development includes the number of headings in the LMS, syllabus, and learning modules. The second category consists of instructor interactions with students regarding how to use the LMS. The third category consists of effective communication techniques required in an online learning environment. Tips one through six cover course development. Tips seven through nine provide learners with an understanding of connections between learning outcomes and assignments and clarity of assignment. Tips 10–11 enable learners to understand the use of the LMS. Tips 12–13 focus on effective communication techniques.

Many LMS have a course copy option (the ability to copy a complete course shell from one course to another course). While some faculty do not share content due to intellectual property restrictions, others are willing to help fellow faculty. When I learned that I would get access to the previous shell, I was extremely grateful.

However, I quickly realized the course had the following flaws: (1) she did not thoroughly understand every component, (2) the components did not represent her style of teaching, and (3) throughout the semester, she was never able to feel comfortable with the course. Based on this learning experience, Tip #1 is that any preexisting shell should be a starting point for the instructor to design learning modules, course assignments, discussion boards, and images. The course should integrate various aspects of the current instructor’s brand and/or personality.

Course sizes can often range from five students (graduate level) to over 200 students in introductory survey courses (undergraduate level). The amount of time the instructor spends on a course cannot be accurately assessed without teaching the course numerous times. Given that this was my first time teaching the course and that the course only had 10 undergraduate students, I envisioned only spending an additional 5 hours per week.

To my surprise, I drastically overlooked the following components: (1) all assignments were written and needed to be hand graded, (2) the course was a new preparation, (3) the amount of time may vary significantly depending upon the inquisitive nature of the students, the feedback you give students, and (4) this course was an overload. I went from spending 9 hours a week on course grading and communication to spending 20 hours a week. I quickly realized that when an instructor assesses available time, it is necessary to consider all course components and the instructor’s entire workload.

Today’s students have been using technology since they were toddlers. However, students are not experts at the LMS, nor does it mean that they will spend time navigating the system to communicate with the instructor and/or students. After getting to know my learners better through discussions and activities, I realized that many elected this delivery format due to flexibility. Many were older students, work full time, or have commitments that command much of their day (Wie & Cho, 2020). However, this caused interactions to be more sporadic than from previous semesters. I thought that the more convenient the instructor makes the communication venues, the higher the probability students will interact with other students, ask the instructor questions, and engage in the course overall.

To that end, I recognized that I needed to place discussion board links within every learning module and not assume learners will only use the discussion forum tool within the LMS. Also, it is critical to use push notifications when learners post questions to a Course Café or other discussion forum.

Universal Design for Learning (UDL) is a “common framework used to promote equity by removing learning barriers for students” (Harshbarger, 2020, p. 52). Educators new to online teaching may think, “UDL requires a lot of additional work.” Yes, online courses do require more work than face-to-face courses, but the rewards of reaching a diverse population are highly satisfying.

A common miscomputation of UDL is that it only applies to learners with accommodations, which is not valid, as UDL benefits all learners. Online learning has increased diversity (Boothe et al., 2018). As learners’ diversity increases, their preferred learning styles vary (Rose et al., 2010). UDL provides multiples methods for learners to engage with the instructor, content, and learners. It also offers multiple avenues for completing assignments and representation (Meyer et al., 2014). Online instructors must remember the primary goal of UDL, to provide all learners with equal opportunities to learn course material (Rogers-Shaw et al., 2018).

Throughout the years, I have applied UDL in many aspects of the course design. One of the easiest and most impactful ways has been using speaker notes within PowerPoint presentations. For many courses, I create audio-rich lectures in which I read from a transcript. Embedding the script within the presentation allows learners to follow along with me. In addition, as I update these lectures semester after semester, it saves me time and ensures that the text and audio are identical.

Research (e.g., Martin & Bollinger, 2018; Shelton et al., 2017) reveals that interaction stimulates engagement within online learning. Quality Matters and many education researchers define three specific types of interactions: learner-to-instructor; learner-to-content; and learner-to-learner (Martin & Bollinger). When these interactions are applied, it can provide a positive learning experience for everyone—both the instructor and learner. It is very easy for learners to hide behind a computer and for the instructor not regularly to check in individually with each learner. I quickly realized that successful online courses focus the learning based on the student’s needs (Morgan, 2020), and incorporating mandatory interactions within the syllabus is critical.

To help improve learner-to-instructor interactions, I posted numerous announcements weekly. At the start of every week, I provided a “task list announcement” that reviewed what was due for that week and other important deadlines. In addition, I would send out reminders on major projects and tips for success (e.g., APA formatting). It was my goal to reach out to learners three times each week.

Learner-to-content interaction occurs when learners read through the textbook, articles, or other supplemental materials. The required material in this course was an e-portfolio. Students were required to complete a research project. The findings of the research were presented through an e-portfolio. During the second week of the semester, the connection between the research project and the e-portfolio was introduced. Each week, additional information regarding the e-portfolio was provided. Finally, learner-to-learner interaction occurs when learners collaborate.There are many ways to apply this concept, group projects, discussion forums, or sending email messages. Students in this course came from various majors, including premedicine, international business, psychology, and social work. Students in the course were high achievers and goal directed. Using the discussion board as a forum, students were required to post messages about his or her research project, readings, and opinions. Students would then provide an opinion. Learning-to-learner interaction assisted the engagement in the online classroom and development of the assignments.

Learning outcomes are considered the building blocks of a course syllabus. The course text, lectures, and assignments are considered supporting materials based on the learning outcomes. Learners may not always understand the relationship between learning outcomes and assignments. After all, learners are taught to focus on grading scales and due dates. Learning outcomes do not have grading scales or due dates. The instructor’s responsibility is to teach learners why learning outcomes are included on the course syllabus, specifically, the relationship between each learning outcome and an assignment. This discussion will help solidify that the assignment is not “busy work” and is integrated into the course for a particular reason. An easy way to accomplish this task is to include a description of the relationship between the learning outcome and assignment at the top of each assignment.

I have noticed a common complaint among learners throughout my teaching career by suggesting that only “busy work” has been assigned throughout the semester. Often, learners fail to understand the connection between the learning objective(s) and the assignment. Given this, it is extremely important to provide learners with information regarding why they are completing an assignment and the importance of the product (Alqurashi, 2019). I ask myself when writing instructions for each assignment: Which learning objective does this assignment fulfill? Is this assignment at the level of the course? Have I provided instructions necessary for learners to complete a high-quality product? Is the assignment closely connected to the theme of the course? The assignment is modified if I answered “no” or “sort of” to any of the questions.

Another item that I implement is an alignment map. An alignment map is a visual representation of the association between learning objectives and assignments. The map is placed within the course shell and shows the specific relationship between each learning objective and assignment. The transparency and overview capability of the alignment map solidifies to learners from the first day of the semester that each assignment is essential to the learning process. Throughout the semester, the alignment map is referred to and discussed, further confirming the relationship between learning objectives and assignments. I can say with pleasure that students do not say “busy work” is associated with my courses.”

Many learners request frequent and high-quality feedback on assignments. Ultimately, this feedback can help them adjust items on future assignments and continue to advance throughout the course. An impactful way I have discovered to provide quality feedback is using grading rubrics. Andrade (2000) suggests that the two reasons to implement rubrics are to (1) provide students with informative feedback about their strengths and weakness and (2) make teachers’ expectations obvious. I can grade all learners fairly by applying rubrics and avoid copying and pasting generic statements such as “good job.” The rubric tool within the LMS enables me to provide students information in advance on areas the assignment is graded. During the grading process, I provide specific comments on each area of the rubric where accomplishments are reached and how to improve the outcome of the assignment.

Online education has taught me that it is easy to hide behind a computer. There is something safe submitting information through email as opposed to face to face. Likewise, it is equally easy to forget to hand in assignments and not understand the implications of the missed deadline. The more assignments are missed; it may seem easier to miss additional assignments. Soon, the student may feel disconnected from the course (Shelton et al., 2017). Five strategies are used to communicate with students and ensure that no student feels left out.

Strategy one is to communicate via email and the announcement board Monday through Friday. Daily communications range from assignment reminders, information regarding university events, and reaching out to ask how students’ day is going.

Strategy two is related to assignments. The day after an assignment is due, I review the grade book. I email each student individually who missed the assignment. The message consists of questions about how the student is doing, a reminder that they missed an assignment, and how I can be of assistance to get them on track. The message is carefully worded to avoid a tone of scolding.

The third strategy is to require multiple one-on-one meetings using Teams. These meetings are worth points. The first meeting is held during the first 2 weeks of the semester. During this meeting, we get to know each other, and I explain the course assignments. During the midsemester, the second required meeting we update each other on the semester’s progress. Often, students will discuss personal issues as well as his or her progress in the course.

The fourth strategy is to monitor my email throughout the week, including weekends. Students are closely connected to his or her phone. I am not glued to my computer or smart device; however, I try to provide learners with a quick response to continue working on an assignment. I have learned that responding only on teaching days may be convenient, but it also may be extremely stressful for learners, particularly when an assignment is due on Monday. I check email daily (even on weekends).

The fifth strategy for successful communication is to expand the distribution of information. When a student asks a question via email, I ask permission to pose the question on the course Announcement Board. I then clarify the answer to all learners. This action helps all students should anyone in the course have a similar question and lessens emails in my inbox.

LMS are designed to assist instructors in organizing and delivering course content (Al-Azawei et al., 2017). Each instructor uses the LMS and built-in tools to a varying degree. These tools can enhance teaching efforts and improve learner success. However, using these tools means that learners may (or may not) have an extensive understanding of how to access or implement the tool, especially if they are new to online learning.

I recently discovered that not all instructors use the grade book, which means that not all learners thoroughly understand how to access or interpret the grade book when taking my online course. For clarity purposes, I have a three-step process teaching learners how to read the grade book throughout the semester. Step 1: I teach learners how to read the grade book (e.g., the assignment is correctly uploaded when an exclamation point is in the assignment column). Step 2: I place an announcement on the announcement board and email learners when the assignment has been graded. Step 3: I request learners look at his/her grade book to verify the grade is in the assignment column. These three steps ensure active learning on reading a grade book and taking responsibility for the student’s overall grade.

Some aspects of a face-to-face course and an online course are identical but reminding learners of important due dates or other information is drastically different within these environments. In a face-to-face course, the instructor reminds learners of an upcoming assignment or other information during the physical class session. In an online course, reminders of an upcoming assignment or other helpful information are applied via the Announcement tool within the LMS. “Providing whole group as well as personalized communication and feedback” (Borup & Archambault, 2019, p. 20) is critical for a learner’s success.

Repetition is beneficial in the memorization process. Throughout the course calendar, assignments are scheduled for the same day of the week. In my courses, except for the final exam, assignments are scheduled on Wednesdays and Fridays. Assignments for the week are posted on the announcement board and emailed to students on Monday. On Tuesday, assignments for Tuesday and Wednesday are posted and emailed to students. On Wednesday, a reminder is provided of the assignment due via the announcement board and email. This process is repeated on Thursday and Friday. Suggestions on how to complete assignments, including an outline per day, are provided throughout the week. These suggestions are posted on the announcement board and emailed to students. In the past, this information was provided in the learning modules. Based on feedback, students are more receptive to the information posted on the announcement board.

Repetitiveness is critical for online courses! While assignments and due dates are provided within the syllabus and a course schedule, learners need more. Yes, some learners are highly proactive and have a to-do list; others have extremely good intentions at being organized but live a more fluid lifestyle. They have difficulty meeting deadlines, tend to complete assignments at the very end of the deadline, and believe they “work best under pressure.” Instructors need to accommodate the learning styles of both types of learners. The “broken record” method of communication is a simple yet effective method of reaching out to both groups.

I may be excessive with the “broken record,” but I communicate with learners every weekday. Each day of the week is devoted to a specific message of communication. On Monday morning, learners are provided with the entire week’s assignment. Tuesday morning, they received specific information regarding the first assignment for the week. Assignments are due on Wednesdays and Fridays. Tips for completing the assignment are provided.The Wednesday announcement is a reminder of the assignment due that day. Included in this communication is (1) the due date, (2) time, (3) requirements of the assignment, and (4) late assignments are not accepted. Thursday’s announcement provides tips for the assignment due on Friday (if any). The announcement on Friday is a duplicate of Wednesday’s announcement. That is, a statement of the (1) the due date, (2) time, (3) requirements of the assignment, and (4) late assignments are not accepted.

It is critical to establish the netiquette rules on discussion forums, emailing the instructor, and other course interactions. After chatting with fellow faculty members, I learned that some have a strict netiquette policy, and some are relaxed on their netiquette rules. Chung and Rimal (2016) point out that learners will often have different norms concerning their underlying meaning and utility. Therefore, I have started including my netiquette rules within the syllabus. This way, everyone is on the “same page” from the very start. Also, I found it extremely vital to ensure that I also practice these rules in my communication with learners.

Likewise, communication in an online course may be through videos, PowerPoint lectures, announcements, lectures, and email. The various forms of communication (i.e., visual, audio, and text) are essential in an online course. Each communication possesses the opportunity to be positive, neutral, or negative in tone. Think of an email you received, and your first reaction was, “Ouch, that message was harsh!” The tone, message, and delivery of each communication impact how students will take the information. Be particularly attentive that the message is delivered with a humanistic tone.

It is easy to stumble while teaching an online course, even for veteran online instructors. Successful online instruction requires attention to detail, daily interaction with learners, and focus on the end goals. It is so interesting that on the first day of any course, instructors and learners may think that the end of the term or semester is “so far away.” In actuality, the final week sneaks up on us incredibly fast. How many times have instructors or learners said, “wow, the semester went fast”? Have you or your learners ever said, “I thought this semester would never end”? Unfortunately, if instructors are completely connected to online learners’ abilities, skills, and trouble spots, the semester would slip away, and learning experiences would not be maximized.

These 13 tips help online instructors and learners capitalize on each day throughout the term or semester throughout the course. With time, repetition of the tips by the instructor will become routine. The structure of the online course runs smoothly, and communication between the instructor and learners improves significantly.