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Some learners mute themselves and turn off the camera all the time. So, I need to call their name and ask them to do something in class.
Some learners refuse to use google doc, Jamboard, or something else. They always say, "I don't know."

Dan: probably you can just use Zoom features, like annotation or whiteboard, without directing students to go everywhere online. It might be an extra work load to them to learn how to use a new website.

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1. Some students in my class seldom open their camera, and I have no idea what they are doing. 2. Some students don't like the technology stuff. They prefer to write on real paper. 3. Not all students can participate in class. 4. The technology issue sometimes happen.

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Students choose not to turn on the camera so that I can not see their faces and expressions. Some elders don't know how to use the technical tools.

Iryna: ENGAGE

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In my class, there are students who participating all the time, which is a good thing. BUT sometime there are students always interrupting their peers when they are talking or repeating teachers' talk when they dont know the answer.

Shweta: Maybe you can show a screen with all the names of the people in your class and slowly cross them off after they have spoken?

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1. nearly all of my students turn off the camera - lose important data of students' participation/engagement
2. Technical problems - technology can do a lot but my adult learners are not technology-savvy
3. the only way is to let them talk

Jessica:
Let more proficient students share their screens and type. Then the other student can participate by verbally describing their answers.
Emphasize the importance of turning cameras on, at least in breakout rooms. Explain how strange it might be to have a discussion with someone in the dark without seeing their face.

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1. not all students can use the tools
2. some students use chat to chat with friends
3. students are not paying attention

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One or two students are much more active than others, others don't talk unless I call on them. When I ask other people to say something, these two students don't have the patience to wait and would jump in.

Claire: We kinda have similar issues in the class. What I did was first I have a classroom manner announcement at the beginning of the class to let students understand to respect their peers. If this doesn't work, maybe you can try to talk with the students who interrupted a lot privately after class or through email.

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Some students do not know how to use google doc...
When I invite some students that I want their to share the idea with us, they do not speak. - Iryna: They can work in groups and can be a scribe and others can contribute verbally or use the whiteboard.

Shweta: How do you know they are not using the Google doc? Perhaps you can try pairing those students with others that are more digitally proficient?

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Rong:
1. Tech problems: some students can not use google doc
suggestions: 1. type in the chatbox  2. type for students
2. Discussions only get a few responses from the same students
suggestions: nominate students and ask whether they agree and their reasons.
3. One student kept interrupting others
suggestions: ask them to learn American culture, which indicates that interruption is not welcomed.

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I have had some trouble getting students to turn on their cameras. It is also hard to encourage everyone to post in the chat box as they are not all used to using it. We haven't even tried annotate or breakout rooms yet.

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-Some students join Zoom using their phone, which makes annotation features complicated.
-Some students struggle with clicking outside links
-Some students struggle with digital literacy skills
-Some students are less willing to do online tasks that require them to type.
-Sometimes discussions only get responses from one or two students

Feiwen:
Open up a workshop familiarizing students with the ZOOM features/digital tools. Ask students to write down on the paper/speak up. Assign students with different roles in the group discussions.

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1. students did not look at their screens while being given instruction.
2. they might not complete the word game you sent in the chatbox, which means they needed one-on-one monitoring.
3. earphones did not work which kept students distracted.

Sherry:
How about check ICQs for understanding to make sure they understood the instruction. When students know that you will check after you give the instruction, they might pay more attention to it