When teaching online, do you ever need to write on the virtual chalkboard? Or show your hands and materials on a table? I do. Since I teach math education, I’ll show my undergrads how

Provide an optional final. This is a collection of questions pulled from the weekly quizzes. It your course is scored out of 1000 points, this final could be worth, say, 100-150 points. This relieves

When students are synchronously working on an assignment or task, give them a choice as to how they want to work. One way is to create different breakout rooms or channels to decide which working

Going forward, I’ll share some of my readers’ best tips for teaching online. They will be short and random (I won’t start at #1) . . . AND I promise they won’t waste your time.

If you’re teaching online, you WILL lose students. Some will engage less. Others will disappear. Why? Many reasons, of course. But today, I’m focused on one: Because online, students get less “touches.” In the

GradBlogger podcast host Dr. Chris Cloney and I talk about my self-publishing experiences and how professors can turn their expertise into a potentially profitable book. This is for you if you’ve been frustrated with

It’s frustrating to use breakout rooms for group discussions, whether on Zoom or on Blackboard (my learning management system platform). I struggled with it last semester. Why? Because I felt like I was just

The big concern professors have about Zoom (or any web conference platform) is: Should we require students to turn on their webcam? Or Why do so many students not want to show their faces?

As Spring 2020 comes to a close, I decided to take stock. What worked in my online class during COVID-19 and what didn’t, from a teaching perspective? What can I take away for next

Last week I conducted classes virtually and in real time on Zoom, Google Hangouts, and Collaborate Ultra (Blackboard’s videoconferencing feature). And the whole time all I could focus on was the sea of blank