online teaching assignments

Essential Remote Teaching Tools for Conducting Effective Online Lessons

Updated on: 19 October 2022

The sudden transition to remote teaching has left many teachers, as well as students, faced with various challenges, from not having access to the internet to finding the proper tools to overcome the boundaries of online teaching. 

We have compiled a list of tools that you can use to enhance your experience with teaching online, or remote teaching as popularly referred to these days. You can go through the list and select the ideal online teaching tools for your remote teaching goals.

Remote Teaching Tools 

Familiarizing yourself with how the tool or platform that you use works, is as important as selecting the correct tool. 

Explore each tool and learn ways to maximize its utility to create a better teaching experience.  Your students will depend on you to instruct them on how to use the platform themselves.  

There’s a range of remote teaching software available out there, and from them, we have chosen the best ones and categorized them based on their primary purpose.

Online Communication Tools

Effective communication is the key to successful teaching and learning, whether in a physical classroom or a virtual classroom. However, maintaining online communication with not one, but over twenty students is undoubtedly challenging.

Communication platforms help overcome it; they enable communication with larger groups, with video conferencing, instant messaging, audio calls , virtual rooms, and more, with any device and from anywhere. 

Some of the tools in demand are,

• Zoom  
• Google Meet   

For a better teaching experience with these tools,  

• Create an agenda or a plan for each online class and share it prior to the lesson  
• Clearly explain the online etiquette students should follow during the class and what is expected of them prior to or at the beginning of the lesson 
• Have all microphones, except for the person who is speaking, muted. This helps cancel out the distracting noises and retain the focus of the students. Anyone who needs to speak can make a gesture to catch the attention of the speaker without interrupting them.
• When delivering a presentation or sharing an image, document or file, give some time for students to take down notes, to view or go through them.

Online Whiteboards 

Online whiteboards or digital whiteboards help emulate the classroom whiteboard/ blackboard experience with the students. Most of these tools offer an infinite canvas with shape libraries for creating different types of diagrams , charts, graphs, and other visualization purposes (i.e. creating posters, graphic organizers, etc.).  

Creately is widely used by educators for a variety of purposes: 

• As an online whiteboard where teachers and students can collaborate on the same canvas as they visualize ideas, concepts, etc. Moreover, students and teachers can connect via in-app video conferencing and track changes each other makes with real-time mouse tracking and change previews. 
• Create a variety of diagrams and visuals (i.e. dichotomous key diagrams, graphic organizers , lesson plans , etc.) needed for presentations, lessons, assignments, etc.  
• To share documents with students and colleagues for their output and feedback (with in-line comments) 

Work Planning Tools

Maintaining a work schedule is even more important when you are working from home; especially during stressful times, a solid routine can help maximize the use of your time. You can use time management and scheduling apps like Google Calendar and Calendly to streamline: 

• Creating schedules to use in  your online classes or for personal use  
• Creating schedules of online classes and keep everyone notified of dates and times.  
• Scheduling appointments with parents and students; avoid double-booking a slot 
• Inviting parents, students or colleagues for online events (i.e. webinars) 
• Creating lesson plans and sharing them with students, administrators, and colleagues. 

Learn how to create a lesson plan using Google Calendar here .

Social Media Channels

Social media channels provide a great platform for teachers, students and parents to stay connected. 

Channels like Facebook, LinkedIn, WhatsApp, etc. allow the creation of exclusive communities or groups teachers can leverage on to  

• Communicate and maintain presence after online class hours  
• Share and store important information, presentations, and resources related to lessons 
• Conduct Q&A sessions 
• Encourage students to maintain communication among themselves and engage with each other while studying or doing homework  
• Conduct live events such as webinars (with Facebook or Instagram Live)

Document Management Tools 

From test papers to lesson plans, there’s an array of documents teachers have to maintain regularly. A central location to store, organize, and manage all these documents is essential to properly keep track of them, especially when you are teaching remotely.  

Tools such as GSuite , MS office , OneDrive , Dropbox , and Evernote simplify the process of maintaining the documents you own. 

• Store all documents, files, etc. in the cloud which allows you and your students to access them with any device from anywhere 
• Neatly organize documents in relevant folders and subfolders making it easy to retrieve them 
• Quickly share files and documents with anyone with a single link or as a file. You can also adjust permission settings, changing them to Edit, View, and Suggesting mode on GSuite apps.
• Collaborate with students on editing and reviewing documents, add comments and suggestions and track changes with version history

Online Video Tools

YouTube and Loom are great online video tools for creating and sharing videos with your students. You can use these tools in a number of ways; 

• Record your online classes or lectures and share them with students 
• Students can re-watch the videos if they were absent or during exam revisions. You can also have the video recorded prior to the lesson and have it shared with the students when you are on leave  
• If you are teaching the same lesson to different classes, you can make use of a pre-recorded lesson to avoid repetitive teaching 
• Encourage students to learn independently with pre-recorded video lessons. The chance of students learning a concept better is higher when they understand it on their own 
• Share links to existing video resources online

Online Quiz Makers

Whether you are teaching online or in a physical classroom, quizzes are a great way to check a student’s performance.  Online quiz makers make it easy to, 

•  Create, format, and share assessments online
•  Create answer sheets which allows you to easily track and score answers of each student 

There is a plethora of online quiz makers that are both free and paid, starting from Google Forms .

Find more useful online quiz makers here .

Online Homework Platforms 

One thing that is most challenging when teaching from home is keeping track of students’ homework. 

Homework can come in different forms; essays, speeches, tests, etc.  You can use a combination of the platforms above to get students to submit their homework. 

• Google Docs – for essays and other written assignments 
• Zoom, Skype, and other video conferencing apps – for verbal assignments 
• Loom, YouTube, Prezi , Google Slides – for videos and presentations 
• Google Classroom – Distribute assignments, grade and send feedback

Did We Miss Any of Your Favorite Online Teaching Tools? 

Most of the online teaching tools listed above are free or you can try for free and see how it works for you. Invite a colleague to explore the tools and select the ones that best suit your teaching objectives. 

What other remote teaching tools do you recommend? Let us know in the comments below. 

This post is the second in our article series on remote teaching. More resources you would find useful include,

7 Effective Remote Teaching Best Practices

The Ultimate List of Visual Teaching Strategies

The Ultimate List of Graphic Organizers for Teachers and Students

The Ultimate List of Visual Creative Thinking Techniques

Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.

More Related Articles

Well, these are all great! But for educators who don’t want to share their videos with the whole world; can use Google Classroom. Just add the material video in there. It will show up as a video with layouts like youtube, all the same except for the fact that only the ones in the class group will see. It is a good platform for assignments and easy to use effectively with google docs, google drive and google meet. The only con for me as a student is we can only add 20 photos to it. And these days actually we students teach the programs to teachers. 😉 Have a good school day!

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Teaching tips

Strategies for teaching online: the ultimate guide for educators.

• The Albert Team
• Last Updated On: March 1, 2022

With COVID-19 nearly overnight transforming our traditional classrooms into virtual ones, it can seem like distance learning has appeared out of nowhere. But, the truth is, education’s shift towards distance learning had been steadily growing long before this pandemic. And it’s here to stay.

What We Review

Why Distance Learning is Here to Stay

Nothing is perfect, and distance learning isn’t a solution to all a school’s problems. However, it does meet a variety of both students’ and school districts’ needs that traditional, brick-and-mortar classrooms can’t.

Fully virtual schools have been sprouting up across states for years, and only growing in popularity. While some families have realized that full-time distance learning doesn’t suit their personal lifestyles, for others it’s essential. Competitive student-athletes with rigorous training schedules, students with mental or physical ailments, and families who just want the flexibility in their day, to name a few.

Even traditional schools are utilizing fully virtual courses for their in-person populations. For example, say a district wants to offer a film studies course to their students but doesn’t have the funding or the student numbers to justify a full-time film teacher in every building. This district will instead hire one teacher to virtually run the course through an online Learning Management System, like Canvas or Moodle. Students across the district can now take this virtual course at any period of the day, in their school’s computer lab.

We see districts investing in virtual tools, digital subscriptions, practice software, and broadband. Digital citizenship courses are on the rise as a key component in school curricula.

For educators new to distance learning, it can be difficult to know what online teaching techniques work best, or even where to begin. In this comprehensive post, we detail effective online teaching strategies, easy-to-use tips, and provide a number of accessible resources.

The 3 Keys to Teaching Online Classes Effectively

While everyone’s teaching style is a bit different, successful educators all follow the same best practices in online teaching. These 5 simple principles are the framework for all of the top online learning strategies.

1. Clear communication with your students’ families.

Families want to hear from you often and regularly. It can be easy for students and parents to start to feel disconnected. Reassure them your “virtual door” is always open, and share your email and phone number early and often in multiple places. Clear, respectful communication is the key to building relationships and classroom community.

2. Vary your types of lessons.

Your teaching should be a blend of both synchronous (happening in real-time) and asynchronous (unscheduled and self-paced). Synchronous teaching through phone calls, video lessons, or live chats allows students to ask questions and build relationships with you and each other. Asynchronous activities, like discussion boards or recorded lectures, allow your students to complete assignments at their own time and pace. Both styles have their benefits and are necessary in their own ways.

3. Select the right tools for your class.

Your school’s Learning Management System or LMS will most likely be the primary tool you use for your direct communication and posting assignments. Familiarize yourself with it early, and don’t hesitate to reach out to your more tech-savvy coworkers with questions. You’ll also need a separate tool like Google Voice o r Zoom or phone calls, live lessons, and video chatting. 

Beyond these basics, there are a huge variety of educational technology tools to transform your teaching and engage your students. This is the fun part! Use the tips and tricks provided later in this article for discovering, experimenting, and implementing new tools in your classroom.

Return to the Table of Contents

What are the Most Common Strategies of Distance Education?

Encouraging student engagement while ensuring they master their course content can be challenging in any setting. We provide vital online teaching ideas on how to make your lessons more interactive and foster active learning. We discuss these five most common strategies in distance education in more detail throughout this article:

1. Adapt your lessons to work online.

Revamp your in-person lessons to the online environment with engaging discussions, screen recordings, and interactive tech tools.

2. Set clear expectations with students and families.

Share your expectations and due dates early and often to prepare students and families for a successful year.

3. Build a strong online classroom community.

Classroom community is just as essential in the virtual environment and can be fostered with video chats, purposeful free time, and class message boards.

4. Connect with parents and keep them involved.

Keep parents involved consistently with frequent and engaging communications like weekly newsletters and personal phone calls throughout the school year.

5. Find and utilize the right EdTech for your needs.

Collaborate with fellow educators and identify specific needs to find and implement the best tools for your classroom.

Strategies for Teaching Online: How to Adapt Your Lesson Plans to Different Types of Learners

We know you’ve already put endless hours into your lessons plans, tweaking and perfecting them. Don’t feel like all that work has gone to waste! There are a bunch of different online learning strategies to adapt your in-person lesson plans to fit the virtual environment. It just takes a little creativity and the right tools.

1. Add discussions to increase engagement and comprehension.

An unbeatable tool for asynchronous discussions is Flipgrid . Instead of typing, students record themselves answering your posted questions. They can view and respond to each other’s videos, as well. This is a great option for reluctant writers, a strong way to boost engagement, and promote active learning.

For written discussions, Google Classroom is a great tool. You simply post the assignment instructions, let students post their answer, and then they can read and respond to others. Check out How to Teach From Home with Google Classroom and Albert for more tips.

For synchronous discussions, chat rooms like YO Teach allow students to message back and forth in real-time. Fair warning- these chatrooms require active monitoring from the teacher side. 

2. Utilize screen recordings to pre-record yourself and your lessons.

For the Powerpoints you’ve already created, screen recording software like Loom or Screencastify allows you to record your presentation on-screen as you speak and click through your slides. It even has the option to include a little window with your face on the screen, so your students can still see you. These videos can be downloaded or shared via weblink. 

Beyond just lessons, you can also record yourself explaining assignment directions, for those students who do better when verbally told what to do.

3. Make your lessons interactive and engaging.

Nearpod is one way to make online classes more interactive. It’s a dynamic tool that allows students to follow along and participate in your lessons on their own devices. First, you import your pre-existing lessons pdfs or Powerpoints. You then can add in places for student interaction: written responses, drawings, quizzes, polls, collaborate boards, and more. You can differentiate the type and difficulty of assignments for different student needs.

Strategies for Teaching Online: How to Set Clear Expectations with Students

Strong classroom management is as essential in the online environment as it is in the traditional one. Even though you won’t be physically seeing your students every day, read on for 5 effective online teaching strategies to hold them accountable.

1. Post behavior expectations in every live discussion.

Make your rules/expectations crystal clear from the outset, especially in live discussions. You’ll probably find even the quieter students feel more bold typing in the chat- which is great when it’s positive conversations, but not-so-great when it gets off-topic or inappropriate. 

In your first synchronous lesson, spend time discussing with your students what you as a class want your “Online Classroom Norms” to be. Create a list of around 8-10 norms, including specific rules like “stay on topic,” “always be kind and respectful,” “raise your hand and wait to be called on before turning on your microphone.” After you create the norms, review and share the document before every live lesson.

2. Set and enforce consequences in live discussions.

The same in any classroom, it’s just as important to enforce your expectations as it is to create and share them. If a student is negatively participating, you can easily mute or remove him or her from the lesson. Then, follow up afterward with a phone call home to discuss the situation.

3. Find your positive reinforcement.

My students used to love cleaning the whiteboard, or getting small pieces of candy. But online, these rewards don’t translate. However, it’s still just as important to reward students to reinforce their positive behavior. Some ideas include:

• Public shoutouts : Recognize star students in your emails to the class, during synchronous lessons, or post them on a public board. A board like padlet can even let students post shoutouts recognizing each other.
• Private shoutouts : Send students and their families individual messages when they’ve done a great job.
• Student choice : Allowing students to make even seemingly small choices can be motivating. Let a student choose which song to play before the lesson starts or choose a fun image for your virtual Zoom background.

4. Set clear due dates.

Many students struggle with time management. Without a rigid school day schedule, it’s easy for students to lose track of time and fall behind on their work. Set due dates for everything, and send frequent reminders. By the way, check out our free teaching strategy discovery tool .

Where possible, chunk large assignments into smaller ones to help students keep on pace. For example, if assigning an essay, set a due date for the outline, the rough draft, and the final essay. This helps force the “wait til the last minute” folks to move forward at a steady pace.

5. Use acknowledgement forms.

In this online environment, you’ll find yourself inevitably wondering, “Does anyone even read my emails?” To guarantee your students read and understand any especially important communications, add a link to a quick Google Form where a student and/or parent will type their name to acknowledge they read and understood it.

Strategies for Teaching Online: How to Build Rapport and Community with Students

Without the natural opportunities to make connections in a traditional classroom, it’s important to create these spaces in the online setting. We share easy best practices in online teaching to build your classroom community:

1. Use interactive Flipgrid discussions.

With Flipgrid, you and your students can respond to topics you’ve posted with a selfie video. Students can view everyone’s responses and then post a video reply. Though these aren’t synchronous discussions, seeing and hearing you and their classmates helps to form a community bond.

2. Incorporate purposeful free time .

Allowing 10 minutes before a live lesson for students to enter early to chat with you and each other, is a great way to foster important, informal connections. If possible, host a half hour recess once a week, where students can log into a live meeting room just to hang out. If conversation lags or needs direction, you can facilitate topics with fun icebreakers and “would you rather” questions.

3. Have a regular show and tell .

The virtual classroom makes show and tell easier than ever! You set the topic (their pet, their favorite outfit, something from a fun vacation), and students can turn on their video cameras and microphones to share in a lesson. Alternatively, you can include your show and tell in the bottom of a weekly email update. Students can share videos or just pictures and a caption- whatever works best for you!

4. Utilize a class message board .

Padlet is a great tool for creating a collaborative class message board. Students can wish each other happy birthdays, share exciting events in their lives, or post shoutouts and encouragements to each other. You can adjust Padlet’s settings so that all messages have to be approved by you before posting.

5. Remember the value of a personal phone call.

Just reaching out and speaking with your student one-on-one builds an essential bond. It can be overwhelming if you have a large class, so set a goal to speak with a certain number of students each week to ensure you’re reaching everyone. If you don’t have a work phone, create a free Google Voice account so families don’t have access to your personal number.

Strategies for Teaching Online: How to Connect with Parents

We know that parent involvement strongly impacts student performance in school. Research shows the importance of teachers and parents developing relationships based on trust, respect, and solid communication. 

In the online environment, parent involvement looks very different. As the person physically with the student, parents are now responsible for making sure their child is staying on-task and logging into the computer each day to complete assignments. It can take some parents a while to adjust to their new role. As the teachers, we must find ways to connect and support our parents, provide online learning strategies for students, and keep them involved throughout the school year.

1. Send frequent reminders with Remind 101 .

This is a great two-way communication tool, that allows you to send both mass and personalized text messages. Parents who aren’t fans of checking their email or logging into their LMS account every day benefit from receiving timely reminders like these directly to their phones:

• Class events, times, and locations
• Due dates for upcoming assignments or test days
• Links to resources, videos, and articles

2. Share out weekly newsletters.

Newsletter emails help keep families informed and involved with the happenings in your class and the school. We recommend including pictures and highlighting student achievements to keep parents engaged all school year.   Lucidpress offers a number of different, free templates to choose from.

3. Be clear and consistent with your expectations.

Parents want to know what they can do to support their child’s learning, but don’t always know where to start. Having clear conversations about your goals and expectations for the school year helps. In the transition to online learning, we can discuss parent expectations like:

• Checking their child’s due dates and what they’ve submitted each day
• Checking the posted grades for each class
• Reading and responding to teacher emails and calls
• Reaching out with any questions or challenges

Strategies for Teaching Online: How to Find the Right EdTech Tools and Curricula Supports

With so many different tools out there, it can be overwhelming to find the one that’s best for you and your students. Our distance learning hub is a great place to start. You can also use these simple strategies to make your selection process easy and effective. 

1. Utilize these 100+ Distance Learning Tools .

We provide a comprehensive guide of 100+ distance learning tools and strategies for effective student engagement. If you’re unsure where to begin, or just want to explore new technology, start with this list. It’s organized by both instructional need and content area.

2. Collaborate with colleagues.

Even though you’re not seeing your coworkers in the hallway every day, they’re still one of the most valuable resources you can find. It can be easy to feel isolated working home alone, but remember to reach out and ask what your fellow teachers are doing in their virtual classrooms. They’re all researching and testing out new strategies and tools just like you are, and sharing your mutual findings benefits everyone.

3. Supplement your Curricula Needs.

When you need to supplement your curriculum with ready-made online activities, Albert has engaging, standards-aligned resources across grade levels and subjects. While many resources are free, educators are encouraged to try Albert for free . Tips for teaching English online using Albert include varying our leveled readings in STEM and across topics to generate interest among different students.

4. EdTech Digital Promise Framework .

This process helps educational leaders select and run successful educational technology pilots in their schools. The steps include how to identify a need, discover and select a product, train staff, and much more.

5. Always do a test run before using a new tool in class.

After you’ve selected the new tool to try, create a mock class to assign work to. Log in and test out your activity as a student, so you can truly see if this will work for your class. Also, you’ll be able to help troubleshoot common problems that you might not have noticed from just your teacher log-in.

Common Mistakes Teachers Make When First Teaching Online

There’s a few common mistakes even the best veteran teachers make when first switching to the online environment. Keep in mind these strategies for teaching online when you get started:

1. Not setting boundaries with students and parents.

Working from home, it can be tough to disconnect from your work. It’s even tougher when you have students and families reaching out to you at all hours of the evening. It can be tempting to answer the phone or send a quick reply, but resist. 

Share the hours you’re available with your families, and stick to them. Mimic your normal school day, like 7:30am to 3:30pm Monday to Friday. It’s important you give yourself the time to disconnect, and anything your student needs can wait until the next morning. Teacher burnout is real.

2. Not testing new tools a few times before rolling them out to your students.

We all know- technology is great… when it works. Inevitably, something won’t always go as planned. But, that’s okay! Just like in the traditional classroom, teachers adapt and move on if something goes wrong. It can be intimidating to try out a new tool for the first time, so we suggest setting up a mock class and using some willing colleagues or family members as your guinea pigs before rolling it out with students.

3. Rolling out too much too soon.

Be wary of assigning complex tasks and assignments without training your students on how to use the technology first. Families and students will be capable of handling this complexity at some point, if you build them up to it. You don’t want your student spending more time trying to decipher the instructions than learning the actual content.

When assigning a learning task using a new tech tool, consider that it may take your families an extra 30min to one hour to get the hang of using it. Provide clear instructions with common troubleshooting tips. Better yet, assign a “mock assignment” of something simple, before actually assigning a lesson. For example, if it’s a discussion board, have students’ first posts be about their family pet or what they did for fun that weekend.

Wrapping Things Up: Things to Remember When Teaching Online

We’ve covered a lot of online teaching ideas and strategies. To wrap things up, here are 3 key takeaways to carry into your virtual classroom:

1. Stay communicative :

Share your expectations for behavior early and often. Keep lines of communication open, using different tools like emails, Remind 101, phone calls, and class message boards. Weekly newsletters are a great way to build community with families.

2. Continuously adapt your classroom :

Use the lessons you’ve already created, and adapt them to the online environment with different ed tech tools. There’s no need to reinvent the wheel- take advantage of the great resources already out there. Albert has a huge library of standards aligned lessons and activities for all ages and subjects.

3. Keep activities interesting with students :

Use a variety of asynchronous and synchronous activities to keep your students engaged, and meet different learner needs. Build in purposeful community-building activities like Show and Tell and time for free chat to foster strong student relationships.

We hope you found this Ultimate Guide for Educators helpful. Remember, one of the strong resources educators have is each other! What are you doing in your online classroom? Share your favorite tips for teaching and online learning strategies for students in the comments below.

If you enjoyed this post, you may also like our post on 75 educational teacher websites , our viral post on distance learning tools here or our free 150+ teaching strategies discovery tool .

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Creating and Adapting Assignments for Online Courses

Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.  

When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments. 

In Practice

While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment. 

Align assignments to learning outcomes. 

All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with  Bloom's Taxonomy,  a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast. 

See a  complete description of Bloom's Digital Taxonomy  for further ideas. 

Provide authentic assessments. 

Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement. 

There are many ways to incorporate authenticity into an assignment, but three main strategies are to use  authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.  

Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context. 

Learn more about  authentic assessments in Designing Assessments of Student Learning . 

Design for inclusivity and accessibility. 

Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers. 

Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project. 

Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.  

Learn more about  Universal Design of Learning  and  Shaping a Positive Learning Environment . 

Design to promote academic integrity online. 

Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.  

Provide   authentic assessments  that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats. 

Scaffold assignments  so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way. 

Lower the stakes  by providing more frequent formative assessments in place of high-stakes, high-stress assessments. 

In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.  

Learn more about these tools in  Strategies and Tools for Academic Integrity in Online Environments . 

Communicate detailed instructions and clarify expectations. 

When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in  asynchronous  online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.  

The  Carmen course template  addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.  

Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products. 

Technology Tip

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course.  

Promote interaction and collaboration. 

Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished. 

Carmen  Discussions   are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects. 

Peer review  can be enabled in Carmen  Assignments  and  Discussions .  Rubrics  can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses. 

Group projects  can be carried out asynchronously through Carmen  Discussions  or  Groups , or synchronously through Carmen's  Chat function  or  CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments. 

Learn more about  Student Interaction Online .

Choose technology wisely. 

The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.  

Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.  

Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances. 

Explore supported tools 

There are many  university-supported tools  and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the  eLearning toolset , approved  CarmenCanvas integrations , and the  Microsoft365 suite .  

If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool. 

Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.  

Effective assignments in online courses are:  

Aligned to course learning outcomes 

Authentic and reflect real-life tasks 

Accessible and inclusive for all learners 

Designed to encourage academic integrity 

Transparent with clearly communicated expectations 

Designed to promote student interaction and collaboration 

Supported with intentional technology tools 

• Cheating Lessons: Learning from Academic Dishonesty (e-book)
• Making Your Course Accessible for All Learners (workshop reccording)
• Writing Multiple Choice Questions that Demand Critical Thinking (article)

Learning Opportunities

Conrad, D., & Openo, J. (2018).  Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from  https://library.ohio-state.edu/record=b8475002~S7 

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.  American Journal of Distance Education ,  21 (3), 117–132. https://doi.org/10.1080/08923640701341653   

Mayer, R. E. (2001).  Multimedia learning . New York: Cambridge University Press.  

Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from  https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf  

Robles, M., & Braathen, S. (2002). Online assessment techniques.  Delta Pi Epsilon Journal ,  44 (1), 39–49.  https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site  

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning.  Journal of Asynchronous Learning Networks ,  10 (1), 45.  

TILT Higher Ed. (n.d.).  TILT Examples and Resources . Retrieved from   https://tilthighered.com/tiltexamplesandresources  

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research.  Review of Educational Research ,  76 (1), 93–135.  https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584  

Walvoord, B. & Anderson, V.J. (2010).  Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass.  https://library.ohio-state.edu/record=b8585181~S7

Related Teaching Topics

Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.

Best Practices and Advice for Online Teaching

Main navigation.

PWR Lecturer Tessa Brown compiled her best practices for online teaching based on her experiences as an online instructor. We've augmented her notes (from 3/14/2020) with resources to help you follow her advice.

Tessa's Suggestions

Be extremely regular in your communications and deadlines.

As much as possible, communicate with students at the same times every week and have due dates be as consistent as possible. So, responses always due on a given date/time, class-wide emails/announcements always sent out at the same date-time. Advance planning helps you create your system in advance so that it doesn't have to evolve as much as our courses often do in person. Keep your word and don't move things around; regularity, predictability, and stability are more valuable than that extra day you suddenly think they need, especially at this moment when so much is in flux.  

See "Scheduling Office Hours and Conferences" for more on how to keep up regular communications

Use intuitive information design on the Canvas site 

Keep readings all in one place; assignments all in one place. Design your virtual space in advance for maximum navigability, anticipating it will be harder to orient students to it. 

See "Options for Organizing Your Course Materials in Canvas" for more on intuitive design

Try to embed your personality in your writing

Even if we are still video conferencing our courses, it is harder to get to know our students and communicate our care. Try to embed your weird jokes, puns, emotionality, concern, priorities into written communications as much as possible. 

See "Creating Class Community" for more on bringing you and your students together

Build redundancy into your course materials 

This is a principle of User Experience (UX) design. Create multiple routes for students to access the same information--so readings are linked to in multiple places, deadlines are listed in multiple places, etc. 

Set boundaries and keep them

Teaching online with no videoconferencing/phone demanded a tremendous amount of writing from me. Using Zoom for teaching and conferencing will actually save us a lot of labor compared with the course I taught. However, students can tend to treat e-mail like text messages, and when they can't stay in the classroom to chat, they may want to e-mail back and forth forever. I think it is reasonable to say things like, "These are great questions and I'm glad you're engaging them. I think it's time for you to continue navigating this process on your own. Use my suggestions from the previous e-mails to keep moving forward on your own, and I'll see you at the next class." Setting boundaries in writing can be extremely important when there aren't the constraints of a classroom needing to be emptied, for example. 

Talk about healthy work-from-home study habits

Students do not know how to do this. Emphasize finding quiet spaces, sitting at a desk or table for class, thinking about their schedules and when they will work on coursework. In that same first assignment I asked students to think forward about what their schedules were and when they were going to do their homework every week. Many students were working full-time and I think many of our current students will be picking up additional work or having childcare duties while at home. 

Emphasize re-reading

At the top of my syllabus and at the beginning of course instruction, I asked students to  read everything twice.  I framed this as a good research/reading practice in general as well as something that would be crucial when everything is transmitted through writing. I continually reminded students of this. I also told them to re-read any relevant syllabus or assignments  before emailing me!  I insisted that I was happy to field any questions but they better re-read the relevant documents before asking me a question! 

Emphasize annotation

I asked students to find a way to annotate things whether through printing or online, and after the first reading they had to share a screenshot of their annotated text. I framed annotation as the first step of the writing process, helping you notice what you notice and save time later.

See "Annotating Digital Sources" for tips on annotation tools that students can use

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7 High-Impact, Evidence-Based Tips for Online Teaching

What do highly effective teachers do in online classrooms? We combed through dozens of studies to find the best research-backed ideas.

When online classes exploded in popularity a decade ago, the U.S. Department of Education embarked on an ambitious project : Researchers pored through more than a thousand studies to determine whether students in online classrooms do worse, as well, or better than those receiving face-to-face instruction. They discovered that on average, “students in online learning conditions performed modestly better than those receiving face-to-face instruction.”

But there was a significant caveat: It wasn’t the technology that mattered. In fact, many studies have found that technology actually hinders learning when deployed in a way that doesn't take advantage of the medium. All too often, for example, teachers would take a face-to-face lesson and replicate it online, a costly though understandable approach that rarely led to improvements. The key question for the researchers from the Dept. of Education was whether an online activity served as “a replacement for face-to-face instruction or as an enhancement of the face-to-face learning experience.”

“This finding suggests that the positive effects associated with blended learning should not be attributed to the medium,” the researchers wrote. Online teaching required specialized knowledge, an understanding of the strategies that would allow teachers to adapt technology to suit their pedagogical needs—not the other way around.

Yet the large-scale disruption caused by the pandemic forced millions of teachers to quickly adapt to online teaching, often with little training and preparation. “I feel like a first-year teacher again, only worse,” Justin Lopez-Cardoze, a seventh-grade science teacher told the Washington Post .

So how can teachers enhance the learning experience in online classrooms? We looked over all the research we've read about online learning to find seven high-impact, evidence-based strategies that every teacher should know.

1. Your Virtual Classroom is a Real Learning Space—Keep it Organized

“Students value strong course organization,” explain Swapna Kumar and her colleagues in a 2019 study . They point out that teachers who are new to online instruction are often too focused on content—converting their lectures, presentations, and worksheets into digital format—leaving course design as a secondary consideration.

While “novice instructors have subject-matter expertise, it’s the design that falls short,” Kumar points out, explaining that novice teachers often “don’t know how to organize their materials or set up a design that makes sense” to students.

When students see a well-organized virtual classroom, they’re more engaged, more confident, and more autonomous, says Sarah Schroeder, an associate professor at the University of Cincinnati. And students who encounter messy online learning environments actually project that judgment onto the teacher ; they conclude that the teacher is disorganized more generally.

Here are a few simple tips for organizing your virtual classroom:

• Have a single, dedicated hub where students can go every day to find their assignments, and other crucial announcements.
• Create and articulate the simplest communications plan you can. For example, it may be that students can reach you via text during working hours, and via email after school.
• Consider holding “learn your technology” days with your class to walk through common-use cases, like submitting work or signing on to synchronous lessons.
• Make an extra effort to be clear and concise in your directions, and consider making a short daily video summarizing the day’s objectives. When writing, avoid the dreaded “wall of text” and use numbered lists and short paragraphs with subheadings.
• Get rid of visual clutter. This includes hard-to-read fonts and unnecessary decorations or images.

2. Chunk Your Lessons Into Smaller, Digestible Pieces

In a 2010 study , researchers examined how well high school students learned from an online science curriculum and concluded that on average, online materials “require high mental effort” to process. “Working memory capacity is limited, and a learner can only deal with a few concepts simultaneously,” the researchers explain.

What would normally be a 30-minute activity in a face-to-face classroom should be much shorter in the virtual one. Instead of recording an entire lecture, consider creating several smaller ones, each covering a single key idea. The ideal duration for an instructional video, according to a 2014 study , is about 6 minutes, and researchers recorded steep drop-offs in attention after 9 minutes.

In order to give students additional time to process the material, alternate high- and low-intensity activities, and incorporate brain breaks regularly throughout the school day.

3. The Best Online Teachers Solicit Lots of Feedback

When you’re standing face-to-face with your students, you can usually tell when a lesson’s working. If students are riveted, their eyes light up and their brains are in overdrive. But in a virtual classroom, much of that information is lost.

That’s why the authors of a 2019 study which sought to identify the methods of the best online teachers say that you should regularly “gather student feedback on various aspects of...online courses” in order to identify “what was working or not.”

Unlike formative assessment, which focuses on how well students understand the material, it’s crucial that you also gauge how well students can access your virtual materials, according to the researchers. Most teachers and students are newbies in virtual classrooms, and serious communication and process-oriented issues can go undetected—and fester. Consider using student surveys administered via simple tools like Google Forms to ask questions such as: Are you having any technical problems? Are you able to quickly find and submit your work? Is this virtual classroom easy to navigate?

4. Annotate and Interject to Scaffold Learning

If you’re standing in your classroom and you want students to pay attention to something—perhaps a location on a map or information on a slide—you can use gestures to direct students’ attention. But that context can be hard to reproduce online.

To compensate, use simple annotations like arrows and text labels to provide “visual scaffolding and help direct the users' attention to those aspects that are important in learning materials and help guide learners' cognitive processes,” say the authors of a 2020 study . The researchers demonstrated that students who were shown maps with visual and text cues, like arrows and labels identifying key locations, scored 35 percent higher on a recall test than those exposed to maps with no cues.

Also, strategically interject questions into an instructional video at key points to check for understanding. Questions that prompt critical thinking like “Can you think of any exceptions to this rule?” or that probe for comprehension like “How do you determine momentum from measures of mass and velocity?” not only keep the lesson lively but promote deeper engagement with the material and allow you to assess learning, according to a 2018 study .

5. Frequent, Low-Stakes Quizzes are Easy to Do, and Highly Effective

Low- and no-stakes practice tests enhance retention of the material—and students who struggle the most benefit the most from weekly practice quizzes, according to a recent meta-analysis . While online quizzes don’t provide a greater benefit than paper ones, they can be automatically graded, saving hours of work.

You can use popular tools like Kahoot and Quizlet to create online quizzes that are not only fun, but also help students re-process and retain the material better. If you want to boost engagement even further, you can create a Jeopardy! board to gamify your quizzes.

6. Fight The Isolation of Remote Learning by Connecting With Your Students

You’re not just physically separated from your students. As classrooms move online, the psychological and emotional distance also increases, eroding the critical social context that is fertile soil for learning, according to a 2016 study . You’ll need to make special efforts to create a sense of community in your virtual classroom.

“To offset the isolating effects of an online class, teachers can strive to communicate more regularly and more informally with students,” writes Jason Dockter, a professor of English at Lincoln Land Community College in the study. The goal isn’t just to address academic issues, but to demonstrate “that the teacher is personally interested and invested in each student.”

John Thomas, an elementary school teacher, uses daily morning meetings , which can be done both synchronously and asynchronously, to check in with his students. Using Seesaw, he records a greeting that students can respond to and builds in “interactive, engaging activities designed to help our students learn more about themselves and their classmates”—such as sharing a favorite book or the family pet.

Beyond morning meetings, you can adapt many face-to-face activities to work in virtual classrooms:

• Use unstructured time to chat at the beginning of class.
• Try Zoom's "waiting room" feature to welcome kids to class one by one.
• Use breakout rooms to split students into small groups for show-and-tell, two truths and a lie, or other relationship-building exercises .
• At the end of the day, ask students to reflect on their learning with discussion prompts or a closing activity like appreciation, apology, or aha!
• Pose fun questions like “What’s your favorite movie?” in your all-class video tool, or on digital whiteboards like Jamboard or Padlet , and have students share out.

7. Take Care of Yourself

You’re not alone: teacher well-being has experienced a “steep decline” in recent months, with 71% of teachers reporting lower morale levels compared to pre-pandemic levels. As the adage goes, “You can’t serve from an empty cup.” If we want our students to succeed, we need to ensure that our teachers are taken care of. Not only is teacher stress contagious , resulting in higher stress levels for students, but it also passes through as poorer academic performance for students as well.

“In order for any of us to provide that safe, stable, and nurturing environment for the children that we serve, we have to practice self-care so that we can be available,” said Dr. Nadine Burke Harris, a pediatrician and California’s first surgeon general, in a recent interview with Edutopia. “Please make sure to put your own oxygen mask on and practice real care for yourself so that you can be there for the next generation.”

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30+ Virtual Learning Platforms and Tools for Teachers and Kids

Keep your online classroom running smoothly.

Teaching virtually? Virtual learning platforms are key for streamlining student login, hosting digital and interactive lesson plans, allowing for communication, launching video chats, and more! But there are so many out there, it’s hard to know to start. After a year of virtual teaching, we’ve learned a lot about the tech tools that really work, and the ones that don’t.

Of course, you’ll want virtual learning tools that sync with your district, have privacy policies that work with children, and contain the best fit for your needs. We’ve gathered the top ones here:

3P Learning

Create learning experiences that stick with blended learning tools for mathematics and literacy. Delivered from you to your learner, wherever they are.

With Bloomz, teachers and schools save time by having all the tools they need to communicate with today’s parents and students in one easy-to-use (and free) app.

This online learning resources platform gives teachers the ability to create online lessons, boards for students to share their thoughts and work, and collaborative learning spaces. It provides teachers the ability to easily communicate with kids and parents, too.

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The ClassDojo platform has a communication tool that makes it easy to stay in touch and track student progress too.

This platform helps teachers create and share online lessons using their easy tools. The ability to offer differentiated paths within the same lesson is a nice feature. (Note: Requires teachers and students to have Google or Microsoft accounts.)

Build a connected campus! Hundreds of education providers have started using Dialpad for not only video conferencing but also as a phone system to keep campuses, students, and staff connected. Keep students engaged while using enterprise-level security to ensure privacy protection and security standards.

Send messages, share class materials, and make learning accessible anywhere. Save yourself time by bringing all your classroom tools together. EdModo also offers resources for helping you understand how to make distance learning work for your students.

Create interactive online lessons using a video clip of your choice. This tool provides accountability and tracking for student progress, too.

Edulastic is an online K-12 tool that allows teachers to make their own assessments and assignments or choose from over 35,000 pre-made assessments.

Teachers can access a collection of learning paths from some of the most well-known thought leaders in education. Topics cover Understanding by Design Habits of Mind, Social Emotional Learning, Cultural and Linguistic Diversity, Personalized Learning, and Growth Mindset.

Explain Everything Whiteboard

Create interactive lessons and collaborative spaces for your virtual classroom with these real-time tools.

Students and teachers can record short videos to document and share their learning. Consider it social media for learning, and a great way to stay in touch!

Genially offers interactive visual communication tools to create presentations, interactive images, infographics, and more. Many of their premium templates and resources are now available for free, for everyone.

Google Classroom

Many teachers already use this as one of the top virtual learning platforms for their classrooms. There is a lot to explore here, but most of it is easy to use, so don’t be afraid to dive in! Once you’ve started, make sure to check out resources for Google Meet , Google Slides , and check out these Google Slides Templates .

Teachers can control student screens during remote instruction while keeping students focused, accountable, and motivated at home. Habyts allows parents 24/7 visibility of screen time and school-assigned tasks, targets, goals, and rewards.

Get the most out of Google Classroom and other Google tools with this platform. They offer webinars and other resources to help teachers create and manage the best virtual classrooms.

Engage students with their distance learning features, play in class, and dive into game reports to assess learning. Create your own Kahoots! or choose from 40+ million existing games. Check out our favorite ways for teachers to use Kahoot!

A collaborative online image and video editor with a cloud storage workspace. Teachers can make video lessons to send to students for remote learning. Students can work together on a group project. Classrooms can share multimedia projects with each other.

ManagedMethods

ManagedMethods is an easy, affordable platform developed for school district IT teams to manage data security risks and detect student safety signals in the cloud.

Microsoft Teams

Microsoft has a wealth of products, but Teams is great for education! Build collaborative classrooms, connect in professional learning communities, and connect with colleagues. Conduct individual and group chats, store files, and even make calls through the platform. Plus your virtual classroom stays secure.

It’s hard to hold class discussions with no class, right? That’s where this site comes in. Create your own topic, or ask their team to create a custom discussion prompt just for your class.

A communications hub that connects people via chat and video.

Create a learning loop between students, teachers, and families. Students show their learning, teachers gain insights, and families stay engaged. You’ll also find intuitive tools like draw+record, collage, video, and more.

With all of your resources and communication in one place, Slack can keep students engaged and connected when everyone’s remote.

Enables teachers to create an easy start hub for their classroom. This start hub makes it easy for students to access all their educational resources and tools.

A grading and student feedback system that extends Google Classroom functionality, with the ability to link assignments to custom or standardized educational objectives from the US.

A collaborative presentation tool used for all grade levels that works perfectly for the remote classroom.

Companies across the world use Webex to keep their teams in contact remotely. They offer lots of tools that are ideal for taking your classes online.

A free tool to help maintain interactivity and effective pedagogy. Their goal is to capture the attention of students to improve their learning whether they’re in the classroom or at home taking an online course.

Digital exit tickets made easy!

Project your lessons in group settings with zoom. You can even record the sessions for students who need to review later. This video and audio conferencing tool has a chat functionality where students can ask questions as you teach. Plus check out our Zoom tips for teachers .

Feeling overwhelmed? Wondering what virtual learning platforms are best for you? Join fellow educators in our WeAreTeachers HELPLINE group  to get support from others just like you.

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Best Practices and Expectations for Online Teaching

The online learning environment presents a unique set of challenges that requires clear definition of instructor performance. The following best practices identify the minimum level of interaction and management needed between students and instructors to maintain a quality online learning environment.

As a course instructor, it is anticipated that you will…

• Follow the established course start and end dates. When students register for your course, they expect that it will start and end as stated in LionPATH. Schedule adjustments may, however, be needed to meet deadlines for graduating students and others with special circumstances.  
• Follow consistent guidelines for managing your online course. These guidelines identify tasks that should be performed on a daily, weekly, or semester basis. As you will see, the key to effectively managing an online course is to be consistently "present" in your online classroom. Regular contact with your students helps assure them that they are well-supported. As many seasoned online faculty can attest, the online classroom can become even more "personal" than the face-to-face one. Through regular communications with your students, observations of their discussions with one another in discussion forums, reading notes they share publicly with one another, and so on, you will likely be surprised at how you are able to connect with your students and learn about them as individuals in ways you had not envisioned!  
• Monitor assignment submissions and communication with students to remind them of missed and/or upcoming deadlines. You can help ensure a successful learning experience by practicing proactive course management strategies. Good practice suggests posting a message or announcement to your class at least once a week, to tell students what you will be covering in the coming week and to remind them of any due dates. One tool to monitor student activity is the "recent activity" stream in Canvas.  
• Early in the course, establish a regular schedule for when you will be logging in to the course and communicate this to students. Normally this is once per day. Many of the students studying via the World Campus are adult learners who have work and family responsibilities. These students tend to be more active in courses on weekends, so you may also wish to reserve time in your schedule to monitor courses at least once on weekends.  
• If you will be unable to log into the course for several days or more (e.g., during professional travel) , give prior notice to your students and to the administrative unit overseeing your course (e.g., your academic department for resident courses or your Dutton Institute learning designer for World Campus courses). Providing this information upfront will help to forestall many student inquiries. You should also consider finding coverage for your online course if you are going to be out of contact with students for more than a couple of days, especially if they are to be working on assignments while you are gone. If you will be away from the course in cases of personal emergency, you are asked to notify students and your learning designer as soon as possible.  
• Provide feedback to student inquiries within one business day. In other words, be accessible! Because online learners must manage their time carefully, timely instructor feedback is especially important to them. Without it, they may not be able to make progress on their course work. If you cannot provide a detailed response within one business day, it is good practice to respond to the student within one business day to let them know when you will provide them a more detailed response. Remember, sometimes the fastest way to provide a response might be the telephone! Real-time communication can be particularly valuable if a student seems upset or anxious. A quick phone call from you can help refocus them in a positive direction.  
• Provide timely and meaningful feedback on student work using clear and concise language . You have ideal "teachable moments" when providing feedback on student work in a timely fashion (i.e., soon after it is due so you can positively impact their next assignment). Simply telling a student "good job" or "needs work" does not give them the information they need to succeed. They need (and want!) more specifics. What was it that made the work good? (So they can do it again!) What needs more work and how can they improve the quality of their work? (Specifically!)  

Note that the end of the semester poses a particular challenge; University policy stipulates that "Grades are to be posted 48 hours after the final exam or final assessment of the course." ( Office of the Registrar: Grades ). Your learning designer can assist you with any questions you might have with how to accomplish these grading goals.

• Provide a teaching and learning environment that supports academic freedom, as outlined in University Policy AC64 . Penn State faculty are entitled to freedom in the online classroom in discussing their subjects. Students must also be free to express their opinions without fear of ridicule, intimidation, or retaliation by any instructor. Consistent with Policy AC64 "Faculty members are expected to present information fairly, and to set forth justly, the divergent opinions of other investigators that arise out of scholarly methodology and professionalism."  
• See "COURSE TECHNOLOGY"  
• See " GRADING "  
• Encourage your students to complete your end-of-course survey (typically, the SEEQ). Penn State uses an online version of the SEEQ. At the end of the semester, the SEEQ system generates an email to students to announce the availability of their SEEQs. This message includes instructions on where to complete them and how long they are available. Automated email reminder messages are sent to students who have outstanding forms to complete. (For more information, see " Assessment of Teaching Frequently Asked Questions .") Research has shown that the strongest influence on whether a student completes an end-of-course survey is you, the instructor! Please send your students a note that encourages them to complete the survey (including a link to the SEEQ ) and assures them that the information that will be used to improve the course is important.  
• Contribute to the continual update and improvement of the course content. When teaching face-to-face, it is expected that an instructor is keeping the content of the course current and is routinely "tweaking" the course based on feedback from students, peers, and administrators. Teaching an online course is no different! Because your course is online, however, as you update your course content, learning activities, and assessments, you'll need to also pay attention to spelling and grammar, as well as copyright, usability, and accessibility best practices to ensure compliance with legal requirements and Penn State policy.

Online Learning Activities

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How can activities support student learning online? The more that we can think about how online learning presents new opportunities for new learning situations, the more that we can design engaging teaching experiences for everyone. 

Rethinking Online Assignments

Engaging online activities, balancing synchronous and asynchronous activities.

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1. Start Each Lesson with a Personal Check-In

2. use real-world examples to explain concepts, 3. optimize content for online learning, 4. leverage multimedia tools, 5. incorporate game-based learning, 6. track student progress with technology, 7. utilize formative assessments, 8. personalize your teaching, 9. foster a strong classroom community, 10. offer flexible learning paths.

Have you ever thought about how to make your online teaching better? As more classes move to virtual spaces, it’s important to learn some online teaching tips . In this blog, we’ll look at practical ways to improve your teaching skills in the digital world. Let’s dive in and discover how to excel in online teaching!

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13 Online Teaching Tips for Educators

When you’re figuring out how to teach online, one of the best online teaching tips is to kick off every session with a quick personal check-in. Ask your students how they’re doing or if they have anything interesting to share. 

This not only warms up the virtual classroom but also strengthens the bond between you and your students, creating a supportive and connected learning environment . It’s a simple yet effective tip for online teaching that makes students feel valued and ready to engage.

One of the top tips for online teaching is to anchor your lessons in the real world. By weaving real-world examples into your teaching, you make complex or abstract ideas more tangible and easier for students to grasp. 

This method not only aids understanding but also shows students the relevance of what they’re learning, making the educational experience more meaningful. Whether it’s math, science, or literature, showing how concepts apply in real life can significantly enhance students’ comprehension and interest.

It’s crucial to tailor your course material specifically for digital platforms. This means breaking down your lectures into shorter, more digestible pieces that fit the online medium perfectly. 

Such structuring not only makes the learning process more manageable for students but also boosts their engagement and retention rates. This approach is one of the best online teaching tips for creating an interactive and engaging online course.

By integrating various types of content, such as instructional videos, podcasts , and interactive simulations, you cater to different learning styles and preferences. This diversity in teaching materials not only keeps the course interesting but also helps in conveying complex concepts more clearly, ensuring that your students remain hooked and learn effectively.

Game-based learning is a powerful strategy to boost student engagement and motivation. Platforms like SplashLearn take this to the next level by transforming math and reading lessons into interactive games. This method not only makes learning more enjoyable but also allows students to understand and apply complex concepts in a fun, engaging environment. SplashLearn’s curriculum-aligned games ensure that while students are having fun, they’re also receiving a quality educational experience.

In today’s digital age, tracking student progress has become more straightforward and efficient with technology. SplashLearn offers a robust platform where educators can monitor their students’ progress in real-time. This feature is incredibly beneficial for identifying students who may be struggling with certain topics, allowing educators to provide targeted support promptly. 

Additionally, the platform facilitates the provision of timely feedback, enabling educators to quickly address students’ questions and assignments, further enhancing the learning experience. SplashLearn’s detailed reports and analytics make it easier to customize teaching strategies to meet the individual needs of each student, ensuring that every learner receives the attention and guidance they need to succeed.

Regularly integrating formative assessments like quizzes, reflection journals, or discussion prompts is crucial. These tools offer immediate feedback to students , helping you identify areas where they might be struggling. Early intervention can then be made to address these issues. It’s one of the most impactful online teaching tips and techniques, ensuring that the learning process is continuous and adaptive to student needs.

Leveraging data and analytics from your Learning Management System (LMS) is among the top online teaching tips for tailoring your approach to each student’s unique learning journey. By understanding each student’s progress, strengths, and areas for improvement, you can adjust your teaching methods to meet their individual needs, making teaching online a more personalized and impactful experience.

Creating a welcoming and inclusive online environment is crucial for building a strong classroom community. Start with ice-breaker activities, encourage ongoing group discussions, and facilitate peer feedback sessions. These strategies not only make students feel more connected but also enhance their learning experience.

One of the best ways to teach online classes is by offering flexible learning options. Allow students to dive deeper into subjects with additional resources, choose their assignment topics, or participate in optional discussions. This approach empowers students to take charge of their learning, making education more relevant and engaging for them.

11. Stay Updated on Online Teaching Practices

Continuously seeking professional development and staying abreast of the latest online teaching tools , trends, and methodologies are vital online teaching tips for educators. By dedicating yourself to lifelong learning, you ensure that your teaching strategies remain effective and innovative, providing your students with the highest quality online education possible.

12. Use Student Feedback to Adjust Teaching Methods

A crucial tip for teaching online classes is to actively seek and use student feedback. Asking your students how they feel about the teaching methods and materials gives you invaluable insights. Be ready to adapt and change your strategies based on what they tell you. This approach ensures that the learning experience is continuously improving, making it more engaging and productive for your students.

13. Promote a Growth Mindset

Encouraging a growth mindset is fundamental in teaching online effectively. Motivate your students to see challenges as opportunities to learn and grow. Remind them that effort leads to improvement and mastery over time. Celebrating their progress and efforts, instead of focusing solely on the outcomes, helps build resilience and a love for learning . This strategy is not just a tip for teaching online classes; it’s a powerful approach to education that empowers students to become lifelong learners.

Pros and Cons of Online Teaching 

Conclusion .

Embracing these teaching tips for online teaching can make a significant difference in your digital classroom. By incorporating student feedback, fostering a growth mindset, and adapting your teaching methods, you’re not just teaching online effectively; you’re also creating a supportive and dynamic learning environment where every student has the opportunity to thrive and succeed.

Frequently Asked Questions (FAQs)

What is the biggest challenge in online teaching.

The biggest challenge in online teaching is maintaining student engagement and motivation in a virtual environment, where physical cues and in-person interaction are limited. Overcoming this requires creative teaching strategies and effective use of digital tools.

Is online teaching stressful?

Yes, online teaching can be stressful, especially when adapting to new technologies, managing student engagement remotely, and balancing the demands of online lesson planning . However, with proper support and resources, this stress can be managed effectively.

Why online teaching for teachers?

Online teaching offers teachers flexibility in scheduling, the ability to reach a broader audience, and opportunities to utilize innovative teaching tools and techniques. It also challenges educators to continually adapt and improve their teaching methods, enhancing their professional growth.

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How to Teach Online in 2024 – The 7 Important Steps to Consider

February 22, 2024

In recent years, there has been a major shift towards online learning. The shift was largely influenced by the COVID-19 pandemic. 

During the pandemic, students and educators worldwide had to adapt quickly to remote learning environments because schools and institutions were temporarily closed to curb the spread of the virus. 

Beyond the pandemic, many teachers choose online teaching as an alternative to traditional classroom instruction for reasons such as convenience for educators and students. 

An online teacher delivers instruction and feedback to students through an online platform. They use lectures, assignments, videos, and slideshows to educate their students.

Teaching online opens up opportunities for additional income streams. Many educators use online teaching platforms, freelance tutoring, or develop and sell educational courses. 

If you’re considering teaching online, this detailed guide will help you start teaching online. We’ll cover the benefits of teaching online and the process of becoming an online teacher.

Benefits of Online Teaching

Becoming a teacher online has many benefits. It offers convenience and a work-life balance that traditional classroom teaching doesn’t. 

The following are the benefits you’ll get as a teacher in an online forum:

• Flexibility in schedule: Online teaching offers freedom in terms of scheduling. Unlike traditional classroom settings, online educators can set their own work hours. Flexibility allows you to balance your professional commitments with personal responsibilities, resulting in a better work-life balance.
• Elimination of commute: Online teaching eliminates the need for daily commuting to a physical classroom. This saves time and reduces stress associated with traffic and transportation. The absence of a daily commute contributes to more productivity due to the efficient use of working hours.
• Work from anywhere: Online teaching allows you to work from virtually anywhere with an internet connection. This means you can choose your preferred work environment, whether it’s from the comfort of your home, a coffee shop, or even while traveling. If you love traveling, the geographical flexibility provides an exciting teaching experience.
• Abundant teaching opportunities: There are many online teaching opportunities available. Platforms such as ACCEL Schools, Art of Problem Solving, and Great Minds provide access to a global student base, allowing educators to connect with learners from different countries and cultures. Meeting specific requirements may enable teachers to explore international teaching opportunities, which can expand their professional network.
• Endless room to grow: Online teaching encourages educators to embrace technology and innovative teaching methods. Digital platforms provide many tools to create engaging lessons. Constant exposure to technological advancements promotes professional growth and keeps teachers at the forefront of technological advancements

Note: As much as online teaching offers numerous benefits, there are still challenges you may encounter. For example:

• Lack of community and face-to-face interaction, 
• Technical issues disrupting classes
• Some subjects or teaching styles may not translate seamlessly to an online format. 

Carefully consider these challenges and acquire the necessary skills and adaptability for successful online instruction.

Strategies to Teaching Online

To become a successful online tutor, you must abide by specific principles and guidelines. These guidelines are meant to ensure you and your students accomplish your learning objectives and get the best results.

1. Planning Classes 

Online educators must plan their classes effectively to maximize their limited time with their students in a virtual classroom. 

Planning classes promotes an engaging learning environment and helps teachers identify and improve areas needing enhancement. 

In a virtual setting, class time may be more condensed. Planning helps teachers make the most of every minute, ensuring that key concepts are covered efficiently.

Educators can assess previous lessons, identify challenges, and make necessary adjustments. The process contributes to continuous improvement in teaching methods.

2. Learn All About Technology

Online teachers heavily rely on technology to work. For instance, they use virtual classroom platforms to deliver lectures, software to share documents, and various apps to communicate with learners. 

Furthermore, various digital tools and educational software enhance the teaching and learning experience. For instance, learning management systems (LMS), interactive whiteboards, and multimedia resources that cater to diverse learning styles.

If you aspire to be an online educator, you must be proficient in using these digital tools and platforms to create a smooth and engaging virtual learning experience. 

Invest time learning the ins and outs of the technology you will use. Understanding the features, settings, and troubleshooting options of virtual classroom platforms and educational tools.

To learn how to use these digital features, explore available resources and tutorials provided by the technology platforms. Most platforms offer guides, video tutorials, and support forums to assist users in mastering the tools.

3. Create Your Working Environment

Working as an online teacher allows you to connect from anywhere but establishing a dedicated working environment can contribute to your success. 

Working from coffee shops or restaurants is fun, but it comes with consequences that can impact your teaching effectiveness.

For example:

• Noise: Public places are often noisy, leading to potential distractions during classes.
• Unpredictability: External factors like Wi-Fi reliability, seating arrangements, and ambient noise can be unpredictable in public spaces.
• Logistical challenges: Carrying all necessary materials and equipment with you can be inconvenient and may lead to logistical challenges.

To optimize your online teaching experience, create a designated working environment, whether it’s a corner in your living room or a converted spare room.

Follow these tips to create your working environment:

• Create your workstation near a window to take advantage of natural light. Adequate lighting contributes to a more comfortable and focused work environment.
• A stable and high-speed internet connection is crucial for seamless online classes. Confirm that your internet service meets the requirements for video conferencing and other online teaching tools.
• Select a location in your home that minimizes disruptions. Avoid high-traffic areas, hallways, or spots near doors to maintain privacy and reduce interference during classes.
• Add personal items or elements you love to make your workspace comfortable and inspiring. For example, plants, artwork, or any objects that create a positive atmosphere.

Remember: The key is to strike a balance between comfort and professionalism in your chosen workspace.

4. Initiate Conversations with Students

Transitioning to online learning may feel unusual for you and your student. As their teacher, it’s upon you to take the initiative and begin conversations.

Beginning engagement can minimize the awkwardness and create a comfortable and learning environment.

Making an effort to be the initiator of conversations sets a positive tone for the class and also helps build rapport with your students.

Prepare a set of questions before each class. You can have them written in your teaching materials and use them as references during the session.

Here are some examples of icebreakers:

• What was the most interesting thing you learned this week?
• What activities outside of learning are you passionate about?
• Share a random, interesting fact that others may not know.

Starting a conversation benefits you and your students in these ways:

• Creating a more relaxed atmosphere for learning.
• It allows you to learn more about your learners, their interests, and their learning preferences.
• You encourage students to feel more comfortable expressing themselves and participating actively in class.

Initiating conversations is a skill you can develop over time. Be genuine, show enthusiasm, and encourage students to open up.

5. Create a Routine with Your Students

When teaching online,  physical distance can sometimes make you feel disconnected to your students. It’s important to establish a routine of communication to bridge this gap.

Proactively work towards building engagement  by:

• Maintaining regular communication to build a connection with your students. 
• Regularly email your students to update them on upcoming lessons, assignments, and any relevant information. 
• Asking about their progress, addressing any concerns, and creating an open channel for communication.
• Planning virtual meetings or office hours for students to ask questions, seek clarification, and get an opportunity for more personalized interactions.

Consider communication a hands-on project that demands attention and effort to yield positive results.

Regular communication fosters trust and helps build a stronger connection between you and your students. Your students will be well-informed about expectations, assignments, and any changes to the course structure.

When you’re in regular contact with your students, you can identify and address any concerns or challenges your students may be facing.

6. Add Fun to Online Teaching

Maintaining concentration in an online classroom can be challenging. It’s easier for students to get distracted in online settings.

As an online teacher, you must be creative and infuse your classes with fun and engagement. 

Making your classroom fun has the following benefits:

• Fun and interactive elements capture students’ attention and keep them actively engaged in the learning process.
• Games and reward systems motivate students to participate, complete assignments, and strive for excellence.
• Incorporating fun activities encourages creative thinking and problem-solving among students.
• Fun experiences contribute to a positive classroom atmosphere, making learning enjoyable and memorable.

Here are some creative ideas to bring fun and engagement to your online classes i:

• Games: Incorporate educational games that align with your lesson objectives. Online platforms offer a variety of interactive games, quizzes, or virtual simulations that make learning both challenging and enjoyable.
• Reward systems: Positive reinforcement enhances participation and enthusiasm. Implement a reward system to motivate and recognize student achievements. For instance virtual badges, certificates, or even shout-outs during class. 
• Quizzes: Integrate quizzes into your lessons to add an element of competition. You can get interactive quizzes on platforms such as P Kahoot! or Quizizz. Use them to build excitement and engagement in your lessons.
• Implementing students’ ideas: Involve students in the learning process by encouraging them to suggest ideas for activities or topics of interest. Incorporating their input creates a sense of ownership and makes the learning experience more personalized.

Fun should complement the learning objectives and enhance the online educational experience. 

7. Connect with Other Online Teachers

Online teaching can feel isolating, but connecting with other online educators can make it more manageable.

When you share your knowledge and learn from others, you become more effective and resilient as an online teacher.

Building a network with other online teachers also provides a support system and opens avenues for shared learning and growth. 

Connect with other online teachers for these reasons:

• Connecting with other online teachers helps you gain access to many shared experiences, and practical solutions to common challenges.
• Fellow online teachers understand the complexities of virtual instruction. Engaging with them provides support.
• Interacting with peers allows you to stay informed about new teaching technologies and best practices in online education.

Learning from the experiences of other online teachers will contribute to your professional growth.

You can meet them in communities or forums dedicated to educators on the platform where you teach. For instance, discussion boards, social media groups, or forums on educational platforms.

Attend webinars, conferences, or workshops tailored for online teachers. These events provide networking opportunities and a chance to learn from experienced educators.

Tips for Beginner Online Teachers

As we’ve established, teaching online is a rewarding job. However, it can be challenging for beginners. 

Here are tips to help and encourage you you as a beginner:

• Show up to class: Commit to show up to your virtual classes punctually. Your consistent presence sets a positive tone for the class.
• Be yourself: Being authentic builds trust and helps create a more engaging and relatable learning environment. Don’t be afraid to let your personality shine through in your virtual classroom. 
• Put yourself in your student’s shoes: Empathy is a powerful teaching tool. Consider the online learning experience from your students’ perspective. Understanding their challenges and needs will help you tailor your approach to better support them.
• State your expectations: Clearly communicate your expectations from the beginning. Outline course objectives, assignment guidelines, and expectations for student participation. Clarity reduces uncertainty and sets a structured learning environment.
• Ask for feedback: Encourage your students to share their thoughts on the learning experience, the clarity of your instructions, and any areas for improvement. Constructive feedback is important for growth.
• Implement feedback and improve: Take the feedback you receive seriously and use it for improvement. Continuous refinement of your teaching methods based on student input enhances the effectiveness of your online teaching.

Remember to be patient as you adapt to new technologies and teaching methods. Each class is an opportunity to learn and grow in your teaching journey.

Start Teaching Online

Online teaching offers flexibility to students and educators in terms of scheduling and location. It also offers an opportunity to incorporate different learning styles depending on the student’s preferences.

Becoming an online teacher can present numerous opportunities across various platforms. You can also develop your course and teach in subjects you’re most passionate about.

If you want to build an online teaching career, check out Teachers of Tomorrow Courses . They’re designed to train you in instruction, virtual classroom management, and educational technology. 

Enroll today and start teaching in months.

How to Become a Teacher in Delaware in 2024

February 22, 2024 by bryan

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Online Teaching Tuesdays: Interesting Online Assignments to Engage Online Students

January 20, 2017 

Got Wi-Fi? Online Teaching Tuesday is a series of resources for teachers who want to transfer their skills to an online classroom setting. Whether you’re interested in full-time or part-time online teaching, explore this rapidly growing field with us every week!

Online education  is a fast-growing industry worldwide, with over  6.7 million students  enrolled in at least one course in 2011. More  recent U.S. statistics  provided that 5.8 million people were learning online last year, which means that the international number grew to at least 10 million.

This increasing number of online students suggests an important shift in the higher education landscape, where more and more people choosing to learn using this option. In turn, the educators are faced with a number of challenges with online students due to a lack of traditional interaction, such as creating  effective  and engaging assignments. As the result, it might be more difficult for them to engage these students because they do not meet with them regularly.

There are some innovative techniques that online educators can use to accomplish this task, though. Let’s discuss them below.

Assignment #1: The Interview

Have a discussion with your students about the people who inspire them. The results of this discussion will provide the instructions for the  interview assignment, which will have them constructing an interview with the people they choose. The interviews can be tied to specific subjects, such as history, sociology, biology, and many others.

If you have the control over the course of the interview, provide specific topics for discussion. By using this assignment, you could evaluate critical thinking of the students, awareness about the topic, and allow them to use the interviewer they wish.

Assignment #2: All About Me

You can use this assignment to increase the student engagement right from the beginning of the school year. Ask the students to produce a short video about themselves where they could tell the other students and you about interests and benefits expected from the course. Also, you should encourage them to share information about the future goals and aspirations, job history, family, and previous education.

These projects will help to create more engagement and create the feeling of the community in the virtual classroom.

Assignment#3: Two Lies and a Truth

This assignment is actually a variation of All about Me task described above. This time, you should ask your students to provide three statements in their video introductions: one of which should be true and the other two should be lies. These statements should involve some facts from the background of students that are unknown to others students.

Inform about this and ask to guess which statements are true and which are lies. This assignment generally leads to a lively and interesting conversation because it is always great to trick the classmates and try to guess which is true and which is false.

Assignment #4: Picture

You know what they say, a picture is worth a thousand words. This saying perfectly illustrates the essence of this assignment. Instruct your students to take a picture themselves and describe it in the way that blends into the recent discussions you had in the class. Also, you can specifically instruct to use some theories and other concepts in order to evaluate the skills of using them.

This assignment is popular among those who learn philosophy because it allows them to speculate of their perceptions of reality.

Assignment #5: One-Minute Paper

This is a widely popular assignment that challenges the students to complete a difficult task within a short period of time. It is generally used at the end of the class but you can use it at the end of discussions as well. Ask your students to write a short paper on what they learned during the class or discussion or some points that they found the most interesting and significant. However, you can extend it a little bit if you feel it is necessary and make it a 5-minute paper. You can find sample form and other instructions about making this assignment  here .

Assignment #6: Peer Feedback

One of the most important real benefits of online assignments is instant feedback from multiple classmates that can be saved and reviewed. This benefit should be used to develop the skills of constructive criticism and proper feedback in the students. Have them complete a written assignment and read the works of each other to provide the feedback later. This way, the students can have the opportunity to engage in a discussion of their works.

Need more help on this task?  Here  is the sample peer assignment example for you.

Construct these assignments clearly to prevent the conversations and discussion from going flat. Eventually, they will help you to improve the engagement of online students by providing a new portion of lively discussions and fascinating tasks.

Diana Clark is a high-school educator with 5 years successful working experience in digital and blended learning, modeling effective professional learning and enhancing teacher leadership. She is covering different topics concerning higher education, educational technology, and career development. Feel free to contact her at  Facebook .

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5 Basic Components of an Online College Course

T hanks to modern technology, students no longer have to be bound to a physical classroom to pursue a college education. Equipped with a device and an internet connection, students can earn an associate, bachelor's or master's degree from the comfort of their own home.

“It’s the way of education, and it’s the way that students will go to school,” says Justin Louder, assistant vice president for academic innovation at Anthology, an education technology company that produces the learning management system Blackboard Learn. “A vast majority of students will take at least one online class a semester.”

Online learning is not necessarily a novelty, but its popularity has grown in recent years and is expected to continue. Online degrees have also experienced a wave of innovation and wider acceptance in recent years, says Louder, who previously oversaw online degree programs as associate vice provost of e-learning at Texas Tech University .

How distance learning is delivered varies among colleges and even professors, but most online courses have similarities, experts say. Here are five basic components of online courses students should be familiar with before signing up for classes.

The Learning Management System

When a student enrolls in an online course, they'll be asked to log in to a learning management system, or LMS.

For fully online courses, the LMS is where everything for class exists. On this platform, students can access their syllabus, see their professor's contact information and access most course materials, including online readings, videos, audio files and other resources. This is also where students participate in discussion boards – written exchanges with fellow classmates – and submit assignments.

Although some schools design their own learning management systems, most colleges use Blackboard Learn , Moodle , Canvas or Brightspace , and experts say most of these systems are similar and fairly intuitive.

"What is important for students to understand is how the professor has designed their course – including the overall structure, schedule, organization, content and resources, activities, and assessments and assignments," Eric Fredericksen, associate vice president for online learning and a professor at the University of Rochester in New York, wrote in an email. "A good practice is for professors to spend time at the beginning of the course to orient the students to the course in the LMS and to provide clarity on their expectations for students in the course."

Course Materials

The materials students use in online courses vary depending on the professor's preferences. Some online instructors prefer that students read e-books, while others suggest ordering textbooks. In some cases, the instructor may provide options, which could include a hard copy or a digital version, Fredericksen says.

"In the course I teach, I use a textbook that is part of a service from our library and students can access it and read it online at no cost to them," he says. "There are lots of different kinds of educational resources that can be used."

Other possible resources include podcasts, PowerPoint presentations, webcasts of lectures and instructional videos, which can be embedded into the LMS and available to students to watch on their own schedule. Lecture videos can also typically be made accessible to include captions and a transcript for students who need accommodations. Students can also download the audio from a lecture and listen to it on their own time.

“You think about different learning styles. Some students are auditory learners. Some students are more visual learners,” Louder says. "Online courses can appeal to all different types of learners."

Course Structure

Online courses are either synchronous, meaning students and professors are logged in and engaging at the same time like in a traditional classroom setting, or asynchronous, where students can complete assignments and watch lectures on their own time.

Undergraduate degree online courses tend to have synchronous components, such as a live class discussion, office hours or proctored exams, says Melissa Loble, chief academic officer at Instructure, an education technology company and creator of Canvas. Tools like Zoom allow instructors to conduct live lectures and break students off into small groups for further discussion.

However, the majority of classes tend to be asynchronous, experts say.

"For non-degree programs like certificates, synchronous components are more rare as they cater to a wide range of timezones and the needs of working professionals," Loble wrote in an email. "For synchronous classes, they tend to be bite-sized lectures. This is true for even courses that may have recorded content. The days of long lectures have passed, especially after COVID."

No matter the structure, a successful online course includes "high levels of interaction with the professor and their students, as well as between the students and their classmates," Fredericksen says. "This can happen synchronously or asynchronously. I believe professors need to be flexible, humorous, thoughtful and kind with their students – both online and in the traditional classroom."

As students gravitate more toward online courses, Louder says they can feel confident in the education they'll receive regardless of whether the class is synchronous or asynchronous.

“In a well-done, quality online course , student outcomes and success should mirror that of a face-to-face class,” he says. “You shouldn’t see a difference based on the modality of the course work."

Assignments and Group Projects

Students in in-person classes can expect to submit some of their work digitally, such as discussion board responses or term papers, but tests and other assignments may still be completed on physical paper. In online courses, everything is done virtually, whether a test or a group project.

Students submit their work through the LMS, where instructors can also share grading criteria and due dates. In addition to papers and discussion boards, students may be asked to create blogs or videos demonstrating their subject knowledge.

And just because online programs require less face-to-face interaction doesn't mean instructors don't require group projects. Online students usually conduct group projects through Zoom, Google Meet or another video conferencing platform. Text messaging and FaceTime calls also make it easier to complete group projects.

Professors can use the LMS to manually or automatically assign students to groups and provide a central location to share materials, Loble says. "Groups can then submit a single project to a professor for grading, as well as engage in peer review to provide feedback on the contributions each member of the group makes."

Loble says one of the biggest struggles for students in online courses when it comes to assignments is time management .

"When you are a student in an online course you have to be accountable for your own work remotely," she says. "This is hard for some students even with built-in reminders for due dates."

Online instructors use the LMS to grade assignments and give feedback. Instructors can also build online quizzes and other computer-graded activities, which can decrease the wait time for students to receive a grade.

"I do believe prompt feedback is essential for student learning," Fredericksen says. "And it is also important for professors to provide an expectation of when feedback and grades will be provided back to their students."

Alexandria Aguilera, who earned a master's in education through an asynchronous online program at Western Governors University , says she had the most interaction with her professors via virtual feedback.

"They gave very timely and detailed feedback in submitted assignments," she wrote in an email. "I even met with one one-onone to discuss the assignment I submitted. I was able to take their comments and suggestions and redo my work."

Online professors strive to create a sense of community with their students, so frequent discussion is crucial to a successful online course. Whether that's asynchronous through discussion boards or synchronous with live class discussions over video, it's common for professors to factor that participation into their grading.

To deter cheating on exams, most online professors use proctored exams or locked-down browsers. Most LMS platforms also include some type of artificial intelligence or plagiarism-detection software to ensure students submit original work.

"We are seeing an increased volume of professors giving in-person exams that are proctored, either by people or by video, during fully online courses to help address issues of academic integrity," Loble says.

Trying to fund your online education? Get tips and more in the U.S. News  Paying for Online Education  center.

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Introduction to Big Data with Spark and Hadoop

This course is part of multiple programs. Learn more

This course is part of multiple programs

Taught in English

Some content may not be translated

Instructors: Aije Egwaikhide +2 more

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Financial aid available

45,558 already enrolled

(338 reviews)

Recommended experience

Intermediate level

Data literacy, Python, and SQL knowledge will be beneficial.

What you'll learn

Explain the impact of big data, including use cases, tools, and processing methods.

Describe Apache Hadoop architecture, ecosystem, practices, and user-related applications, including Hive, HDFS, HBase, Spark, and MapReduce.

Apply Spark programming basics, including parallel programming basics for DataFrames, data sets, and Spark SQL.

Use Spark’s RDDs and data sets, optimize Spark SQL using Catalyst and Tungsten, and use Spark’s development and runtime environment options.

Skills you'll gain

• Apache Hadoop

Apache Spark

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There are 7 modules in this course

This self-paced IBM course will teach you all about big data! You will become familiar with the characteristics of big data and its application in big data analytics. You will also gain hands-on experience with big data processing tools like Apache Hadoop and Apache Spark.

Bernard Marr defines big data as the digital trace that we are generating in this digital era. You will start the course by understanding what big data is and exploring how insights from big data can be harnessed for a variety of use cases. You’ll also explore how big data uses technologies like parallel processing, scaling, and data parallelism. Next, you will learn about Hadoop, an open-source framework that allows for the distributed processing of large data and its ecosystem. You will discover important applications that go hand in hand with Hadoop, like Distributed File System (HDFS), MapReduce, and HBase. You will become familiar with Hive, a data warehouse software that provides an SQL-like interface to efficiently query and manipulate large data sets. You’ll then gain insights into Apache Spark, an open-source processing engine that provides users with new ways to store and use big data. In this course, you will discover how to leverage Spark to deliver reliable insights. The course provides an overview of the platform, going into the components that make up Apache Spark. You’ll learn about DataFrames and perform basic DataFrame operations and work with SparkSQL. Explore how Spark processes and monitors the requests your application submits and how you can track work using the Spark Application UI. This course has several hands-on labs to help you apply and practice the concepts you learn. You will complete Hadoop and Spark labs using various tools and technologies, including Docker, Kubernetes, Python, and Jupyter Notebooks.

What Is Big Data?

In this module, you’ll begin your acquisition of Big Data knowledge with the most up-to-date definition of Big Data. You’ll explore the impact of Big Data on everyday personal tasks and business transactions with Big Data Use Cases. You’ll also learn how Big Data uses parallel processing, scaling, and data parallelism. Going further, you’ll explore commonly used Big Data tools and explain the role of open-source in Big Data. Finally, you’ll go beyond the hype and explore additional Big Data viewpoints.

What's included

8 videos 1 reading 2 assignments 1 plugin

8 videos • Total 47 minutes

• Course Introduction • 5 minutes • Preview module
• What is Big Data? • 7 minutes
• Impact of Big Data • 5 minutes
• Parallel Processing, Scaling, and Data Parallelism • 7 minutes
• Big Data Tools and Ecosystem • 4 minutes
• Open Source and Big Data • 6 minutes
• Beyond the Hype • 4 minutes
• Big Data Use Cases • 5 minutes

1 reading • Total 2 minutes

• Summary and Highlights: Introduction to Big Data • 2 minutes

2 assignments • Total 41 minutes

• Practice Quiz: Introduction to Big Data • 14 minutes
• Graded Quiz: What Is Big Data? • 27 minutes

1 plugin • Total 12 minutes

• Module 1 Glossary: What Is Big Data? • 12 minutes

Introduction to the Hadoop Ecosystem

In this module, you'll gain a fundamental understanding of the Apache Hadoop architecture, ecosystem, practices, and commonly used applications, including Distributed File System (HDFS), MapReduce, Hive, and HBase. You’ll also gain practical skills in hands-on labs when you query the data added using Hive, launch a single-node Hadoop cluster using Docker, and run MapReduce jobs.

6 videos 1 reading 2 assignments 3 app items 2 plugins

6 videos • Total 37 minutes

• Introduction to Hadoop • 7 minutes • Preview module
• Intro to MapReduce • 5 minutes
• Hadoop Ecosystem • 4 minutes
• HDFS • 8 minutes
• HIVE • 5 minutes
• HBASE • 5 minutes
• Summary and Highlights: Introduction to Hadoop • 2 minutes

2 assignments • Total 36 minutes

• Practice Quiz: Introduction to Hadoop • 12 minutes
• Graded Quiz: Introduction to Hadoop Ecosystem • 24 minutes

3 app items • Total 60 minutes

• Hands-on Lab: Getting Started with Hive • 20 minutes
• Hands-on Lab: Hadoop MapReduce • 20 minutes
• Hands-on lab : Hadoop Cluster (Optional) • 20 minutes

2 plugins • Total 30 minutes

• Cheat Sheet: Introduction to the Hadoop Ecosystem • 15 minutes
• Module 2 Glossary: Introduction to the Hadoop Ecosystem • 15 minutes

In this module, you’ll turn your attention to the popular Apache Spark platform, where you will explore the attributes and benefits of Apache Spark and distributed computing. You'll gain key insights about functional programming and Lambda functions. You’ll also explore Resilient Distributed Datasets (RDDs), parallel programming, resilience in Apache Spark, and relate RDDs and parallel programming with Apache Spark. Then, you’ll dive into additional Apache Spark components and learn how Apache Spark scales with Big Data. Working with Big Data signals the need for working with queries, including structured queries using SQL. You’ll also learn about the functions, parts, and benefits of Spark SQL and DataFrame queries, and discover how DataFrames work with Spark SQL.

5 videos 1 reading 2 assignments 1 app item 2 plugins

5 videos • Total 24 minutes

• Why use Apache Spark? • 5 minutes • Preview module
• Functional Programming Basics • 5 minutes
• Parallel Programming using Resilient Distributed Datasets • 5 minutes
• Scale out / Data Parallelism in Apache Spark • 3 minutes
• Dataframes and SparkSQL • 4 minutes
• Summary and Highlights: Introduction to Apache Spark • 2 minutes

2 assignments • Total 31 minutes

• Practice Quiz: Introduction to Apache Spark • 10 minutes
• Graded Quiz: Apache Spark • 21 minutes

1 app item • Total 15 minutes

• Hands-on Lab: Getting Started with Spark using Python • 15 minutes
• Cheat Sheet: Apache Spark • 15 minutes
• Module 3 Glossary: Apache Spark • 15 minutes

DataFrames and Spark SQL

In this module, you’ll learn about Resilient Distributed Datasets (RDDs), their uses in Apache Spark, and RDD transformations and actions. You'll compare the use of datasets with Spark's latest data abstraction, DataFrames. You'll learn to identify and apply basic DataFrame operations. You’ll explore Apache Spark SQL optimization and learn how Spark SQL and memory optimization benefit from using Catalyst and Tungsten. Finally, you’ll fortify your skills with guided hands-on lab to create a table view and apply data aggregation techniques.

5 videos 1 reading 2 assignments 2 app items 4 plugins

5 videos • Total 25 minutes

• RDDs in Parallel Programming and Spark • 5 minutes • Preview module
• Data-frames and Datasets • 4 minutes
• Catalyst and Tungsten • 5 minutes
• ETL with DataFrames • 6 minutes
• Real-world usage of SparkSQL • 4 minutes
• Summary and Highlights: Introduction to DataFrames and Spark SQL • 2 minutes
• Practice Quiz: Introduction to DataFrames & Spark SQL • 10 minutes
• Graded Quiz: DataFrames and Spark SQL • 21 minutes

2 app items • Total 30 minutes

• Hands-on Lab: Introduction to DataFrames • 15 minutes
• Hands-On Lab: Introduction to SparkSQL • 15 minutes

4 plugins • Total 60 minutes

• Reading: User-Defined Schema (UDS) for DSL and SQL • 10 minutes
• Reading: Common Transformations and Optimization Techniques in Spark • 20 minutes
• Cheat Sheet: DataFrames and Spark SQL • 15 minutes
• Module 4 Glossary: DataFrames and Spark SQL • 15 minutes

Development and Runtime Environment Options

In this module, you’ll explore how Spark processes the requests that your application submits and learn how you can track work using the Spark Application UI. Because Spark application work happens on the cluster, you need to be able to identify Apache Cluster Managers, their components, and benefits. You’ll also know how to connect with each cluster manager and how and when you might want to set up a local, standalone Spark instance. Next, you’ll learn about Apache Spark application submission, including the use of Spark’s unified interface, “spark-submit,” and learn about options and dependencies. You’ll also describe and apply options for submitting applications, identify external application dependency management techniques, and list Spark Shell benefits. You’ll also look at recommended practices for Spark's static and dynamic configuration options and perform hands-on labs to use Apache Spark on IBM Cloud and run Spark on Kubernetes.

6 videos 2 readings 3 assignments 2 app items 4 plugins

6 videos • Total 32 minutes

• Apache Spark Architecture • 5 minutes • Preview module
• Overview of Apache Spark Cluster Modes • 6 minutes
• How to Run an Apache Spark Application • 6 minutes
• Using Apache Spark on IBM Cloud • 4 minutes
• Setting Apache Spark Configuration • 5 minutes
• Running Spark on Kubernetes • 4 minutes

2 readings • Total 4 minutes

• Summary and Highlights: Spark Architecture • 2 minutes
• Summary and Highlights: Spark Runtime Environments • 2 minutes

3 assignments • Total 33 minutes

• Practice Quiz: Spark Architecture • 6 minutes
• Practice Quiz: Spark Runtime Environments • 6 minutes
• Graded Quiz: Development and Runtime Environment Options • 21 minutes

2 app items • Total 80 minutes

• Hands-on Lab: Submit Apache Spark Applications • 60 minutes
• Hands-on Lab: Apache Spark on Kubernetes • 20 minutes

4 plugins • Total 40 minutes

• Spark Environments - Overview and Options • 5 minutes
• How to Set Up Your Own Spark Environments (Optional) • 5 minutes
• Cheat Sheet: Development and Runtime Environment Options • 15 minutes
• Module 5 Glossary: Development and Runtime Environment Options • 15 minutes

Monitoring and Tuning

Platforms and applications require monitoring and tuning to manage issues that inevitably happen. In this module, you'll learn about connecting the Apache Spark user interface web server and using the same UI web server to manage application processes. You’ll also identify common Apache Spark application issues and learn about debugging issues using the application UI and locating related log files. Further, you’ll discover and gain real-world knowledge about how Spark manages memory and processor resources using the hands-on lab.

5 videos 1 reading 2 assignments 1 app item 3 plugins

5 videos • Total 30 minutes

• The Apache Spark User Interface • 5 minutes • Preview module
• Monitoring Application Progress • 7 minutes
• Debugging Apache Spark Application Issues • 5 minutes
• Understanding Memory Resources • 5 minutes
• Understanding Processor Resources • 5 minutes
• Summary and Highlights: Introduction to Monitoring and Tuning • 2 minutes
• Practice Quiz: Introduction to Monitoring and Tuning • 10 minutes
• Graded Quiz: Monitoring and Tuning • 21 minutes

1 app item • Total 30 minutes

• Hands-on Lab: Monitoring and Performance Tuning • 30 minutes

3 plugins • Total 35 minutes

• [Optional] Batch Data Ingestion Methods • 5 minutes
• Cheat Sheet: Monitoring and Tuning • 15 minutes
• Module 6 Glossary: Monitoring and Tuning • 15 minutes

Final Project and Assessment

In this module, you’ll perform a practice lab where you’ll explore two critical aspects of data processing using Spark: working with Resilient Distributed Datasets (RDDs) and constructing DataFrames from JSON data. You will also apply various transformations and actions on both RDDs and DataFrames to gain insights and manipulate the data effectively. Further, you’ll apply your knowledge in a final project where you will create a DataFrame by loading data from a CSV file and applying transformations and actions using Spark SQL. Finally, you’ll be assessed based on your learning from the course.

3 readings 1 assignment 2 app items 2 plugins

3 readings • Total 5 minutes

• Instructions for the Final Assessment • 1 minute
• Congratulations and Next Steps • 2 minutes
• Thanks from the Course Team • 2 minutes

1 assignment • Total 100 minutes

• Final Assessment • 100 minutes

2 app items • Total 120 minutes

• Practice Project: Data Processing Using Spark • 60 minutes
• Final Project: Data Analysis using Spark • 60 minutes

2 plugins • Total 35 minutes

• Final Project Overview • 15 minutes
• Glossary: Introduction to Big Data with Spark and Hadoop • 20 minutes

IBM is the global leader in business transformation through an open hybrid cloud platform and AI, serving clients in more than 170 countries around the world. Today 47 of the Fortune 50 Companies rely on the IBM Cloud to run their business, and IBM Watson enterprise AI is hard at work in more than 30,000 engagements. IBM is also one of the world’s most vital corporate research organizations, with 28 consecutive years of patent leadership. Above all, guided by principles for trust and transparency and support for a more inclusive society, IBM is committed to being a responsible technology innovator and a force for good in the world. For more information about IBM visit: www.ibm.com

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Learner reviews

Showing 3 of 338

338 reviews

Reviewed on Jul 16, 2023

Course was full of information and details for a beginner In big data technology

Reviewed on May 2, 2022

hands on lab and quizzes at the end of each session was very helpful

Reviewed on Nov 12, 2022

This is really helpful for me to understand Big Data and Apache Spark!

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IGNOU June 2024 TEE: Assignment submission deadline extended till May 31

Ignou assignment's last date 2024 has been extended for odl and online programmes for the june tee session. the university will now accept assignments (both hard copy and soft copy) till may 31, 2024..

IGNOU TEE assignment submission 2024: The Indira Gandhi National Open University (IGNOU) has extended the assignment submission last date for ODL and online courses. Now, students can submit their assignments both in soft and hard copies by May 31.

Candidates enrolled in ODL, online programmes, GOAL, and EVBB for the June 2024 TEE can submit their projects, dissertations, practical files, and internship reports online at the official website – ignou.ac.in,  the open university said in an official notification.

However, students are suggested to submit the assignment before the last date to avoid last minute rush. Students must note that the IGNOU assignment submission last date 2024 is common for all programmes irrespective of admission year, mode or programme. 

Candidates are required to attach a copy of the fee receipt with the project report at the time of submission of hardcopy or by uploading it to the online portal. 

IGNOU June TEE 2024: Steps for assignment submission

Step 1: Go to the official website – ignou.ac.in

Step 2: Navigate to the assignment submission link available on the homepage

Step 3: Login using the necessary credentials in the designated field

Step 4: Upload the scanned assignment with the respective code

Step 5: Submit the assignment

Step 6: Students are advised to take a screenshot of the assignment submission receipt for further reference

“With the approval of the competent authority, the last date for submission of assignments (both in hard copy and soft copy) for term end examination, June 2024 for both ODL and online programmes, GOAL and EVBB has been extended up to May 31,” read the notification. 

The IGNOU has stared the fresh admission cycle for undergraduate, postgraduate, and other programmes for the July 24 academic year. The last date to apply for the various programmes at IGNOU is June 30. The university offers certificates, diplomas, advanced diplomas, postgraduate diplomas, and degrees. The University is offering more than 290 UG, PG, PG diploma, diploma, certificate and awareness programmes through ODL and online mode.

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