Constant communication is also really important. We need to find different channels to connect students with us and one
another. This could be through the learning management system or instant messaging platforms.

As instructors, we can design our courses in ways that ease their concerns and set them up for success. One way to start this process is by crafting a short statement for syllabi about teaching commitments and how the course is designed as a supported, manageable learning experience. Instructors can also make transparent the reasoning behind instructional decisions (Darby and Lang), helping students to know what they will be doing and why. Lastly, instructors can plan for ways to accommodate student realities and convey this willingness to be adaptable to the class

While it makes sense to leave space for student contributions to course design, as well as our own adjustments to learning needs, a well-planned schedule is a crucial starting point in any online course (Darby and Lang; Warnock). Not every moment of a course needs be mapped but providing students with significant milestones upfront can, as Borgman and McArdle suggest, help instructors to “create an open and accessible space that allows for student success” (67). - page 12

"Consider using a consistent weekly schedule (e.g., a synchronous session early in the week, asynchronous/collaborative work later in 
the week, and/or all work being due by Sunday at 11:59 p.m.) ... If students have a set routine for participation, they are more likely to get work accomplished and to do it on time. This approach also helps instructors manage their own schedules by knowing when they will have 
student work to respond to" (pg. 12)

Because so much of our lives are online now, it is easy to expect instantaneous replies. Several respondents in our survey reported that students emailed requests for feedback or Zoom appointments late at night and expected responses by morning, leaving both instructors and students frustrated. Establishing clear rules about availability and in what timeframe students can expect to hear back is important (Borgman and McArdle; Conceição and Lehman). Besides being consistent for students, it can help instructors feel like they aren’t always on the clock

Studies show that videos longer than 20 minutes rarely get watched all the way through and that videos that are six minutes or shorter are ideal (Guo et al. 44). This is not because students have short attention spans, but because this type of learning doesn’t require active engagement with the content. Even when you have a lot of material to cover, best practices suggest chunking information across several shorter videos (Douglas 0:35-1:27). This kind of micro-lesson allows instructors to capture students’ attention and convey (pg 12)

I highly recommend using the flipped classroom approach.....it is also comforting to know that if students joining virtually have technical or internet issues, they’ve already got the lecture, and they’re not missing the input from the teacher. Knowing students have access to the materials they need helps us to have peace of mind. They can arrange an alternative time to see us if they need additional support.

The primary goal for college composition courses is to help students develop critical approaches to reading, analysis, and writing. Often, this is done not through lecturing, but through activities that have students negotiate different perspectives by discussion with peers and through their own writing, which help them think about rhetorical considerations, such as addressing varying audiences and utilizing credible, persuasive evidence. OWI instructors can begin with identifying what these goals are rather than feeling pressured about how goals will be accomplished through specific modalities (synchronous/asynchronous), LMS features, and other technologies/applications.

By taking a UX approach, such as asking students to brainstorm and develop learning activities from their perspective or offering them opportunities to propose and use everyday technologies in the classroom, students can feel more engaged because they have a voice in how a course is designed.

There is a constant evolution in what 
is considered the next best tool, but not all students nor faculty will have the hardware, software, connectivity, and digital literacies necessary to access it. Although comprehensive data about technology access for both students and instructors in higher education remains 
scarce, anecdotal evidence from the popular press and social media groups such as the Higher Ed Learning Collective make clear that both access and digital literacy skills among students and faculty are radically uneven.

Building interpersonal relationships not only helps students to be active participants in our learning communities, it helps us as instructors to feel connected as well. Further, this sense of social presence for instructors and students alike can help to reduce isolation when we are physically separated and can create a sense of accountability as we know others are interacting with our ideas and work. 

Course content that are relevant, relatable or applicable immediately to real life are appreciated. If you look at the photos of the students, the fifth student from the right is drinking Guinness Stout and that is because the evening’s lecture was on drag/gravity/buoyancy forces with “why bubbles sink in Guinness Stout” as the example — and he wants to see the effect for himself.

When the lecturer answering everyone’s questions that were posted online except mine, it creates a huge sense of exclusion/anxiety + make the student felt ignored (e.g. “is my question too dumb to be worth an answer?”). A simple “I need more time to think of a good reply to your question” or "I will answer your question by Monday next week" would help a lot....

Students came to uni mainly so they can ask questions and get answers in person. Online just don’t have the bandwidth for “complex questions”.

The interactions my students seems to like are polls -- particularly any polls that test their knowledge.

I started posting daily practice question before a major exams on Microsoft Teams channel this term, and the students work their way through it collectively with me pointing out errors or tips. They seems to like that too -- But being able to answer anonymously would be nice.

- there always seems to be more male/international students choosing the online option and female/domestic  students choosing the on campus option (the class has ~50:50 male female ratio)
- What’s interesting about the attendance was those who showed up on campus are a clique of domestic students who I believe are active member of our student or sport society, and live ~1 h commute from UNSW. The two cliques that use to be on campus but not anymore are the student who have long commute (e.g. live in South/Western Sydney) and international students.
-What is even more intriguing and what I did not anticipate about hybrid classroom was the  students who showed up in person are mostly extroverts, while all the introverted students prefer to go online.
This meant my on campus class is now twice as LOUD and CHAOTIC compare to before