• Remember that online learning favors independent and self-directed learners. Make sure to provide enough structure, guidance, feedback, and support so that all of your students can succeed, not just those who would thrive in any environment. 
• Craft a detailed, learner-focused syllabus that clearly lists the learning objectives, expectations, and requirements of the course. Make sure your assignments and assessments align with your course objectives.
  • Examine (and re-examine) your goals for the course. What do you want students to remember 3-5 years after the course? What learning objectives will help them prepare for that? What assignments will help you meet those learning objectives?
• Give clear direction for every assignment and assessment. Be transparent about the time assignments and reading will take. Communicate your expectations clearly.
• Lower the stakes of assignments, and give many low-stakes assignments throughout the semester. Ideally, no assignment or exam should be worth more than 20% of the final grade.
• Use typical test questions in your low-stakes assignments so that students understand your expectations and are prepared for the exam format.

• Students learn best when they are in a safe, inclusive environment where they feel valued and respected. Use inclusive language, students' correct pronouns, and be sure to confront microaggressions if they occur. 
• Make sure your course content is accessible. Provide captions for all video, audio, and visuals (including recordings of class meetings).

• Set aside some time in the first day of class to get to know your students.
• Plan extra time to deal with technical difficulties.
• UVA Acts has an excellent "first day of class checklist" that may be helpful .

• Get to know your students. Learn and use their names. Consider sending out a survey ahead of time or as an assignment during the first week of class. Find out what time zones people are in and if they need any accommodations.
• Be available to your students. Hold regular virtual office hours, and (if your course is small enough) consider making it mandatory for all students to attend office hours at least once. 
• Share videos of yourself introducing course content. 
• Check in with your students. Make sure they know you care about them and their learning. Solicit their feedback on the course and classroom environment. 
• Send emails congratulating students who did well and offering encouragement and suggestions to students who are struggling. Give positive feedback.
• Be enthusiastic and engaged in your own teaching.

• Consider beginning the semester with icebreaker activities or by encouraging students to post introductions on a discussion board. Encourage students to learn each other’s names.
• Provide opportunities for students to work in small groups (breakout sessions, group projects, lab teams, study groups, etc.).
• Consider setting up a social space for your studentsa discussion forum where they can introduce themselves, or a virtual chat room dedicated to your class where they can study together and socialize.
• Consider allowing students to use the chat function during synchronous classes, but be clear on what your expectations are for such usage.

• Keep using sound pedagogical techniques you employed in your in-person classroom. (For example, use active learning strategies to engage and assess students; give many low-stakes assignments throughout the semester, etc.)
• Do not use more technological tools than you need. Have a clear purpose for each tool you use, and do not use more than one tool for the same purpose.
• Provide links to tutorials or other resources to help students learn the technological tools you will be using. 
• Remember that students have short attention spans and Zoom fatigue is real. Break up your lectures into smaller segments, and use active learning strategies to keep students engaged. If you are posting asynchronous video content for the students to watch, strive to keep each video to no more than 5-7 minutes long.

• Abrupt or unexpected moves to online teaching and learning are a symptom of wider disruption. 
• Let your students know that you want to help them succeed in your course even during these difficult times.  Recognize that your students may be facing difficult challenges at home, and be open in acknowledging the challenges you and they face in an online learning environment.
• Be willing to grant extensions and work with students. 
• Reduce the focus on 'content coverage' in favor of creating opportunities for students to interact with you, one another, and the course content.
• Some teaching activities take more time online than they would in a physical classroom.

Syllabus modifications for online instruction

Inclusive Virtual Teaching

K. Patricia Cross Academy A website with dozens of short videos explaining active learning techniques.

“Active Learning while Physical Distancing.” A document from Louisiana State University with active learning strategies that can be used in in-person, online synchronous, and online asynchronous classrooms.

Guidance for making your course inclusive and resources on online assessments from UVA’s teaching continuity website.

The c3Design course through UVA’s Center for Teaching Excellence. This online course can be done synchronously or asynchronously. You will learn sound pedagogical principles and emerge from the course with a learner-centered syllabus. 

Online Teaching at its Best: Merging Instructional Design with Teaching and Learning Research, by Linda B. Nilson and Ludwika A. Goodson.