There is a separate note that deals with a “good enuf” situation or what we consider to be the minimum for effective online teaching. This note is a bit longer and contains what we and others consider to be the best practice for online delivery. The list is not all exhaustive - there are many other recommendations which we have not listed but below are the most important.



We have broken the guidelines into two categories, a list of general thoughts and a list of specific suggestions about the mechanics of course delivery.

General thoughts…

• Keep it simple. That is rule #1. Stick to the basics. Focus on student learning, not cool tools.
• The students will be doing 5+ courses – yours is not the only course and where possible, common tools (I.e., tools that students should already be familiar with at their institution) should be used. In today's world, the students might be 100% online for everything or in a hybrid situation, taking some on-campus courses, having some on-campus activities, along with online components. We should try to minimize confusion and effort where possible. Reduce the variance and unnnecessary learning curves. You should have a very good reason for using a non-standard piece of technology – 100% perfection will not be possible. If a common tool is 70-80% good enough, use it. If something is integrated into your online learning platform and passes the good enough test – use it.
• Remember that online learning is not the same as learning in the classroom. It is NOT as effective or efficient in all cases. For example, ill-structured problem-solving and open-ended design are not as effective online. Do not expect the same effort, nor the same results. This is also true for assessments and tests. The design of assessments is DIFFERENT. The timing and process is DIFFERENT. If possible, test/trial assessments before the actual activity. It is also different for the instructor: more planning, more interaction during the term.
• Junior students will have a harder time adjusting than the senior students to multiple tools and different assessment methods. Take this into account.
• Students and TAs might need help and training on how to install, use certain tools, and they will likely need help – how to learn online, how to TA online! Do not assume that they know.
• Hope for the best, but expect the worse when it comes to student behavior. Consider academic integrity issues in advance. If you are using anonymous tools for general class chatting or discussion forums, you should have a way to trace postings and content back to the author. This concerns the group sharing and student-to-student chatter! There are usually institutional policies and legal reasons for this.
• An online lecture is NOT the same as simply repeating what you do in a real classroom. You have to adapt. There are many differences. For example, the students can rewind and play again. Do not drone on. Remember that the student is staring at a computer screen for hours on end.
• For the primary lecture material, use pre-recorded, asynchronous material. Use a separate webcam/mic.

• Use synchronous, live delivery only if there is sufficient ‘value-add ’ to justify it. Try to use live delivery, with archived recordings, for things like Q&A, TA, tutorial activities, etc. Schedule multiple Q&A sessions during the week, not just one. Majority of Q&A, TA work should be asynchronous.
• If you get frustrated with the technology, talk to someone. Do not assume students are tech savvy and that students can do what you can do. Students will also become frustrated.
• Do not overload students. For example, instead of assuming 10-12 hours a week for an average student to get an average mark in your course. Use 8-10.
• Team projects involving ill-structured problem-solving and design will not be as efficient or as effective when done 100% with online tools; take this into account.

The mechanics…

• Use the start of term to orient the class, test out all the technology, ensure that your instructions are clear and can be understood.
• Use a mix of short, weekly assignments and quizzes. Offer some flexibility in assignment submissions (eg, only count top x # of assignments toward final grade).
• Avoid participation marks. Use the weekly activities to gauge engagement and activity. We do not see any real value in this incentive mechanism. It does something, but it rarely gives a quality result.
• For some courses, you can have one hour of primary lecture content pre-recorded and use the other two hours of normal delivery for other activities and self-learning.
• Use the ‘talking head’ sparingly, if at all. It provides little value unless you are actually discussing with a student. The main lectures do not need it.
• Be aware of and avoid ‘cue’ sounds and phrases. Common ones are: ‘ummm’, ‘like’, “and uh’, etc. This is one reason why you do several takes. Try to avoid awkward pauses while you think. This is another reason for several takes. To help control focus and attention, consider using ‘Appear’ Animation in PowerPoint.
• Avoid long recordings and live sessions. Break up the content and sessions into logical 10-15 minute pieces.
• During a recording beware of the setting: i) be aware of what is in the background (like bright lights, windows) and do not have them in the camera view, ii) have the same audio settings for a segment – do not cut and paste different volumes, microphone quality.
• Have a TA, student, or other instructor review the material before posting.
• You do not have to read every word or point on a slide, nor do you have to discuss everything that is on the screen. Use the audio portion to provide value-add.
• You can do multiple takes and have a smooth delivery. Be casual, do not speak in a monotone, try to be excited by the material yourself and have it show in your voice and actions.

• Plan on more student support and interaction – more emails, etc. Their ability to focus, manage their time, control distractions, maintain engagement and stay motivated will be stretched to their limits.
• Respond as quickly as possible, use forums when possible (e.g., create a forum in your online teaching platform). TAs ideally can be “on call”. Use the asynchronous and written communication tools as much as possible.
• Do not assume everyone has good bandwidth, connections, or that the systems will work when doing live streaming. This is why pre-recorded is better for the primary material and lecture content. There will be problems and bumps – be ready for problems; especially when live streaming. Do not panic.
• For your own system, try to use a LAN wire and avoid WiFi – this will help with quality. Only broadcast in HD if necessary. Remember upload speeds are different than download. Avoid video ‘freezing’.
• Not all course materials (e.g., online mini lectures) need to be prepared by the start of term.

Further reading

• Effective Online Tutorials. Centre for Teaching Excellence, University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/effective-online-tutorials
• Online Discussions: Tips for Instructors. Centre for Teaching Excellence, University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/alternatives-lecturing/discussions/online-discussions-tips-for-instructors