I am so glad you are reading this post. I decided to share my episodes from my podcast here on this blog each week. There are 26 episodes so far, so I will have plenty of content to share with you. You will receive a summary, links to listen or view, important insights from the episode, and actionable tips.
I hope you enjoy and find something useful in every single episode. 😊
Summary:
If you teach online, this conversation is a goldmine. Leighana Dail, a dedicated early-childhood education major who’s taken online courses since 2016, rates her overall experience a “solid five” out of ten — not because online learning can’t be great, but because quality varies wildly.
What moves the needle?
Consistent, proactive communication (from instructors and the institution) and visible passion for the subject that shows up in materials, examples, and feedback. What derails learning? Grade handouts that ignore effort and academic integrity, and group work structures that reward free-riding.
Below you’ll find timestamped themes, student pull‑quotes, and concrete faculty moves you can apply this week to lift presence, fairness, and momentum in your online courses.
Listen to the episode:
https://rss.com/podcasts/dearprofessor/1168583/
Watch the episode:
Episode At-A-Glance
- The reality check: Online learning quality swings between “smooth sailing” and “hard to navigate,” often hinging on communication and clarity.
- Two non-negotiables (student needs):
- Consistent communication from instructors and campus offices
- Instructor passion/care that’s tangible in examples, resources, and expectations.
- Top pet peeves:
- Silence or slow replies when students need help
- Grade inflation/handouts that equate high-effort work with AI-written or copy‑pasted submissions
- Group work that rewards free‑riding and wastes time in live sessions.
- Student context:
- Many online learners are juggling work/life
- Prioritization and structure matter, but courses must be designed to support that reality.
Leighana’s Voice
- “Communication has got to be there… it’s the only way this works online.”
- “The last thing we need is an instructor who doesn’t care — it rubs off on students.”
- “It’s exhausting when people copy work or use AI and get the same grade as those who put in the time.”
- “The minute somebody mentions group work, I roll my eyes — I already know how it’s going to go.”
What You Can Do Next (Actionable Moves)
1) Front-load communication norms.
- Post a “How to reach me” box in Week 0: channels, expected response windows (e.g., 24–36 hrs), office hours, and an escalation path (what to do if you don’t hear back).
- Create a 3-minute “Where to find things” Loom walk‑through for the LMS homepage.
2) Make passion visible in your materials.
- Swap generic slides for 1–2 personal examples per module; curate 3–5 authentic resources and explain how to use them (demo once on video).
- Add a weekly “Why This Matters” note that ties content to real classrooms or careers.
3) Tighten assessment fairness.
- Use clear rubrics with performance‑level descriptors; require brief “process notes” (what sources you used, how you approached the task) to discourage AI‑only work.
- Spot‑check originality with transparent policies; reinforce academic integrity early and often.
4) Fix the group‑work pain points.
- Shift to structured collaboration: 2–3 roles, individual “pre‑work” uploaded before the meeting, and micro‑deliverables you can grade separately.
- Use peer contribution checks (quick rubric + comment) and allow “opt‑out to solo” after one documented free‑ride incident.
5) Design live time to be high‑yield.
- Replace long Q&A loops with a parking‑lot doc and a 3‑step cadence: mini‑teach (5), breakout/application (10), share‑outs (5).
- End with a 1‑minute commitment: “What will you try this week?”
Try This ASAP (10‑Minute Win)
Post an announcement that (1) reiterates your response time, (2) names one personal resource you love (podcast/article/tool) and how to use it in this course, and (3) previews next week’s quick win.
You will raise presence and momentum immediately.
FAQs
Q: How can I show “passion” without becoming performative on camera?
A: Use specificity, not theatrics. Brief anecdotes from your practice, annotated links, and a 60–90 second “try this” demo are enough to convey care and expertise.
Q: What’s a fair way to handle suspected AI‑only submissions?
A: Set expectations up front, require short “process notes,” use revision interviews when needed, and grade the thinking artifacts (notes, drafts, citations) alongside the final product.
Q: Any alternatives to big group projects?
A: Try jigsaw (small parts, rotating roles), structured peer review with checklists, or team‑based quiz retakes that reward preparation and accountability.
Put These Insights to Work
- Join The Mindful Academic Challenge (today is a good day): weekly nudges to “flow differently” this semester.
- Order The Professor’s Week in Review, a journal that will make reflective practice a reality (choose your format):
- Schedule a discovery session with me for instructional design support. I’d love to discuss your needs and determine how I might help you.
I hope this podcast and this post offered some insight into what you are doing well online and some areas that you would like to improve.
Please share your reaction in the comments here or on YouTube.
Make it a mindful semester!