So I’m in the unique position of being able to look at the pandemic through the lens of the exhausted higher education faculty member as well as the eLearning professional.
In the past year, I’ve started working as an eLearning professional at a community college. Before that, I taught for 15 years as an ESL instructor with almost all of that teaching done in the face-to-face modality. I have also taught online and used a flipped learning approach frequently over the past few years.
My Lens as a Teacher
Just last week, a new group on Facebook emerged: Pandemic Pedagogy.
In the first few days, as instructors swarmed to the site, it became clear that there were a few currents of sentiment that went like this:
Just… like… how the hell am I supposed to teach online?
I’m utterly exhausted from teaching already, and now I have to do even more work?
I’m an adjunct instructor and I don’t get paid for this extra work. LET’S REVOLT.
Be kind to your students! Their lives are completely disrupted, just like ours, and they may not have reliable internet access! Figure out how to maintain educational equity!
I’m falling apart because the kids are home and I’m creating all this new content and I’m not keeping up with grading and I keep getting desperate emails from students and I’m worried about my health and the federal government is a mess and I can’t find toilet paper anywhere and my spouse says my job is so easy because it can be done online and I CANNOT DO THIS ANYMORE.
My empathy for teachers everywhere right now is real. This flat-out sucks. Teaching online isn’t “easier.” Having done it, I can say that it is definitely more time-consuming, as you are constantly communicating with students, generating or posting content, and trying to keep up with grading.
Then, multiply all those efforts times THREE, FOUR, or FIVE and you start to understand why some teachers are seriously ready to bail out in the middle of semester and work at Kroger or Amazon (They’re hiring!).
What I want to say is that you have every right to be frustrated and stressed about the situation. I hope you take your moment to blow this whole thing off for a period of time. But when that moment passes, and for most of you I think it will, please know that no one (at least reasonable people) is expecting you to perform miracles.
So when the anxiety keeps you up late at night, you are definitely not alone.
My Lens as an eLearning Professional
As an eLearning professional, I’ve been reviewing hundreds of courses over the past week to check whether the course is ready to go live on March 23rd.
At this point, we are not looking for stellar courses. Quality Matters alignment is out the window. We are simply looking at whether students can access an updated schedule and can find the content that they need for the first week or so of class.
So let this be my first reassurance: If you’ve got an easy to find document/post where students can tell what they should do on which date, you are already ahead of the curve.
As for the rest of it, here are some snippets of advice:
On Getting Oriented
Consider prominently posting an introduction to the second half of the course on your LMS course page. Video is best because it establishes visual instructor presence, but even a nicely worded document can do. Reassure your students that you will get through this course together. Practice kindness with your students and ask them to be kind to you. Go over any FAQs that you want to make sure that all students know before you embark on this journey. Make what works for you. Providing this kind of introduction provides reassurance and stability to your students that they desperately crave right now.
On Teaching Synchronously
Please, please don’t feel that you have to generate all new content for every lesson. Don’t feel that you have to record all of the lectures that you would have given face-to-face. And if you’ve been given different advice from administrators, I implore you to do what is best for your students anyway. This is not the time to listen to bad advice.
Here’s the truth: Students do not want to watch you teach synchronously during the same hours that you had been spending together face-to-face. Their lives have been completely disrupted. Their kids are out of school. Maybe they lost their job or are working a new one. Maybe they have limited connectivity at home.
This doesn’t mean that you don’t teach your content. It means that you find accessible ways to do so. If you used to teach for 50 minutes on a topic, extract the key points and boil it down to 10-15 minutes, followed by a series of exercises, problems, or case studies, whatever works for your field. Make sure your students have access to the answers so they can assess themselves and track their understanding. Remember that your students can re-watch the videos. There is an incredible amount of repetition, re-clarification, and reiteration that happens in in-person teaching that is simply not necessary in online teaching. Say what needs to be said and move on. They can re-watch the videos and ask question in the forums that you provide. (And don’t be afraid to embed instructional videos that others have made. If the videos are on YouTube and allows for you to embed it on your course page, the content creator benefits from the additional views.)
My advice is: Offer an optional synchronous office hours time, maybe just 1 hour per week, where students can drop in and ask questions.
Be prepared: It’s likely that the ones who come won’t even want to talk about the class in the first session. They may just need someone to process the disruptions in their lives. This is how you build rapport, community, and more importantly TRUST. If your students trust you, they are more likely to stay engaged over the long haul and struggle through the challenges of learning in an era of disruption. You don’t have to be specially trained to do this. Just BE KIND and listen. Acknowledge what they are going through. If you feel like it, share how this crisis has affected your life.
I also encourage you, with the permission of your students, to record your office hours and share the recording with the class, to build that sense of community for your students who are not able to attend synchronously. Even simply watching an asynchronous recording of you talking with other students can go a long way toward helping all students feel connected to you in this time of uncertainty when everyone is so isolated.
On Organizing for Student-Centeredness
Give students a course schedule, an updated syllabus, or even a basic pinned announcement or post that is your students’ cornerstone for the course. Tell them what to do on a weekly basis so they can keep track. I recommend labeling modules by weeks or dates and organize content inside of those weeks. Students don’t want to go to 8 different modules to pull together all of their content for one week’s work. (Spoken by a teacher who has organized her class like this! Learn from my mistakes!)
Rest assured: No one is expecting you to do a stellar performance this term.
On Online Quizzes
If you’re going to administer a quiz online, please preview the quiz as a student and consider any tweaks that can make it less stressful for students. Do what works for your situation and remember that some of your students are likely to have spotty connectivity, which can make it stressful for them to do an online quiz between a certain time period, especially when it’s timed.
So if you just seriously can’t anymore, you are definitely not alone.
Keep your class simple and clear.
Do what you can.
We are all just trying to get through this.