Online learning.

You can be either enthusiastic or scared of it, but one thing is clear: it has become
an undeniable part of the educational process. You may have wondered how to organize online
learning, how to make online lessons more interactive, how to maintain classroom discipline, and
how to use educational platforms effectively. Sounds familiar? Then welcome to our course
"Organising Effective Online Learning," in which we will try to answer these and many other
questions and share our own experiences as well.

Difference between online and offline learning

First of all, let's find out if online learning differs from a face-to-face mode.

Yes, there are certain differences between them.

In fact, any educational process that takes place via the Internet can be called online learning.
Students can either complete some tasks on an online platform at their own pace, at any time, from
any location, using an electronic device, or it can be a specially organised course with a fixed
schedule for all students. Offline learning is referred to traditional learning when students interact
with each other and the teacher face to face.
Online learning takes place in a virtual classroom, while traditional or offline learning can be
organised both in a physical classroom and outside.

A distinguishing feature of online learning is the use of digital textbooks and electronic learning
materials, chats, forums in real-time or delayed ones, video and audio materials, interactive tasks,
virtual boards, and so on. During offline learning in a real classroom, students acquire knowledge in
a more practical environment that allows them to interact with the teacher and other students.

Another significant difference in organising online learning is that there is no direct communication
and visual contact between the teacher and the students, like in a regular classroom. It is more
difficult for a teacher to maintain discipline during a lesson and ensure that all students complete the
tasks.

While learning face-to-face, a teacher can effectively monitor every step of the students, whereas, in
virtual classes, students are more independent as they often have an opportunity to learn at their
own pace.

In order to participate in face-to-face classes, students need more time to get to school, while for
online classes, it is enough to have a device that can be connected to the internet.

In addition, both teachers and students should possess digital literacy skills to effectively participate
in online classes.

Difficulties associated with online learning

One of the major difficulties for students is the strain caused by being in an online environment and
using electronic devices. This can also cause fatigue, which affects the level of attention, and,
combined with the lack of live communication, reduces the level of engagement in the lesson.

Therefore, the teacher should carefully plan the lesson considering the following:

 how to make the tasks more interactive and interesting for students;

 which interaction patterns to use in the lesson and for which activities;

 how to plan tasks in order to keep the students focused and prevent them from becoming tired.
 Another tricky point for the teacher when planning an online lesson is adapting the teaching
materials specifically to the online format of learning. What we mean is transforming a traditional
handout, such as task cards, into online tasks and selecting the optimal software or application.

In addition, you should bear in mind that doing activities in an online lesson takes longer than those
in a face-to-face one. This is caused by possible technical difficulties, as well as the fact that
students need to spend more energy to concentrate.

Advantages of Online Learning

Despite the above-mentioned pitfalls, online learning has obvious advantages:

It is accessible. Students can join classes from any place and use any electronic device with an
internet connection. This is the reason why online learning is suitable for students who cannot
physically attend classes due to various circumstances: distance, physical disabilities, etc.
It is time-efficient. Students do not need to spend time commuting to educational institutions.
There is a wide choice of online learning platforms, websites, and applications that makes learning
more diverse and attractive to students. The teacher can make this process more flexible and
convenient with a large selection of tools for online learning.

Learners develop autonomy and lifelong learning skills because they work most of the time
independently. In addition to this, online learning disciplines students and helps them improve their
time management skills. This is because students often study at their own pace and manage their
time independently.
Both teachers and learners develop their digital literacy skills. This is because teachers create
digital content, use new online tools, communicate, and spread information online, as well as create
a safe learning environment.
In this episode, we have looked at the difference between online and offline learning and analysed
some pros and cons of online learning. Make sure you watch the next episode, in which we will
provide a detailed overview of online learning platforms. You will learn a lot of useful information
about online learning and will be able to choose the best online platform. Teach your students
effectively without too much pain and suffering and make the most of modern technology.

What platforms for online learning are there? What features do they have? What do they have in
common and how do they differ? In this episode, we will help you to understand the features of the
most popular online platforms and choose the optimal one.

So, you've decided to switch to teaching your subject online. First of all, we recommend you to start
preparation by choosing the online platform where you will teach.

Let's have a look at the most popular online platforms and their peculiarities. While analysing such
platforms, we paid attention to features that are important specifically for the teaching and learning
process:

 the possibility to share your screen and sound while presenting;

 division of participants into separate rooms for work in pairs or small groups;

 security of the lesson (password, waiting room, etc.);

 a chat to communicate with other participants during the lesson and exchange necessary materials
during the lesson;

 the possibility to create a recurring link to the meeting.

Zoom
This platform has become extremely popular during the pandemic and lockdowns. It is widely used
for online learning, conducting webinars, meetings, and conferences.

To start working with the platform, you should find out about different pricing plans and their
features. With the basic free plan, you can host meetings for up to 40 minutes with a group of 2 or
more students. However, you can host unlimited one-to-one sessions even on the basic free plan.
Therefore, if your group lesson lasts longer than 40 minutes and you prefer to avoid a meeting
timeout at 40 minutes, you need to upgrade to a licensed account with a monthly subscription fee.

A very important feature of Zoom is that you can create a regular lesson, that is, a recurring link for
a particular class. The link will expire 1 year after the meeting is started on the last occurrence. You
can also sync the Zoom Meetings you schedule with online calendars such as Google Calendar.

To join a lesson, students need to know the password. Alternatively, they first get to the waiting
room and then can be allowed to the session only by the host (a teacher).

In Zoom, there is an option to share your screen and demonstrate the coursebook, drawings,
presentations, and video materials to the students. In addition, there is an option to play audio
materials and share sound from your computer with the students.

Apart from that, you have two interactive options — the Zoom whiteboard and the possibility to use
an integrated board such as Jamboard. They encourage students to actively participate in the lesson.

The platform has a convenient raise hand feature to draw the teacher's attention and to indicate that
students wish to contribute a point or ask a question. Additionally, there is a reaction function that
can be used for quick feedback when working with the entire class.

This platform has the function of dividing students into separate breakout rooms, and the teacher
can monitor their work.

On top of that, if necessary, there is an option to make a video or audio recording of the lesson.

Also, in Zoom, there is a chat for sending messages to everyone in the room or a direct message to
individual participants of the meeting.

Google Meet
Google Meet is a virtual space by Google that is very popular for online meetings. There are
different pricing plans available, including a free one.

In Google Meet, you can share your screen or specific documents, and there is also a chat feature
for exchanging messages. Jamboard is used as an interactive whiteboard.

You can also "raise your hand" to answer a question or express an opinion. It's possible to divide
participants into separate rooms and record meetings with paid plans.

Participants can join the online meeting by clicking on a link and sending a request. Anyone can
add a participant to the meeting, unlike Zoom, where only the teacher (organizer) has the right to do
so. You can also create a link to a regular meeting, but it will only be valid for 90 days. Google
Calendar integration is available.

Microsoft Teams
Microsoft offers educational institutions the option to create online classrooms. Teachers can
allocate students to smaller groups for discussion, group work, or projects. There are also screen-
sharing features that allow you to display documents and play audio from your computer. The
platform includes a chat function, as well as the possibility to use Microsoft's interactive and digital
whiteboard for collaboration with meeting participants. Everyone can "raise their hand" to answer
questions and send reactions. Anyone can join a meeting using a link, even without a personal
Microsoft account. In addition, any other participant can invite someone else to the meeting, as in
Google Meet. It is also possible to integrate Microsoft Teams meetings into online calendars, such
as Google.

We have reviewed various online learning platforms and can conclude that the most popular ones
have similar features that are important for the learning process. These include the possibility to
share screens with presentations and audio, dividing participants into separate rooms for pair and
group work, and having a chat with participants for communication and material exchange.
However, there may be other functions that are important for a specific learning process. Overall,
modern online platforms provide the opportunity to carry out distance learning conveniently for
both students and teachers, taking into account the needs and requirements of the learning process.

In the next episode, we will discuss online tools for interactive learning, which will help make this
process as close as possible to learning in a real classroom.

Apart from choosing an online platform, other questions might arise, namely: how to create an
online test, how students can make a presentation, and what to use instead of a physical whiteboard.
In this episode, we will look at the tools that will help you make the online learning process as close
as possible to the traditional classroom format.

It is hard to imagine the teaching world without online lessons. They have become an indispensable
part of our lives during the pandemic and lockdowns and will remain with us forever. Thanks to
online learning, you and your students can be located in different parts of the world and participate
in a lesson.

Even though online learning lacks face-to-face interaction between students and teachers, many
applications and websites can help us make such learning more interactive.

Google Classroom

Google Classroom is a great tool that performs several important functions for both teachers and
students and will be useful even for parents.

Firstly, it is one more channel of communication with the class. In Google Classroom, the teacher
can post messages for the students who are participants in the class, and they can also comment on
the teacher's messages.

Secondly, in Google Classroom, the teacher can post assignments that were done in class,
homework, and additional materials in the form of files: documents, audio and video, presentations,
or links to specific resources.

Another interesting feature of this tool is the possibility to create written assignments such as tests
or essays, and actually conduct tests in real time during the lesson. In this case, the teacher can even
monitor the students' performance during the test.

After the students have completed a written assignment in Google Classroom, they submit it. The
teacher checks the completed assignments, provides feedback, gives a grade, and returns the work.
Students can see their own mistakes, the grade, and the teacher's comments. They can work on their
mistakes and resubmit the test for review. The advantage of taking tests in Google Classroom is that
all the work is stored in one place, and can be found and reviewed at any time.

Google Docs
Google Docs is a web-based alternative to the well-known Word document. How can it be used
during an online lesson? The first way to use it is as a virtual whiteboard where the teacher can
write examples, quotes, highlight keywords in different fonts and colours, or emphasise certain
parts with the background colour. Some parts of the lesson can be prepared in advance, and
additional information can be added or changed during the lesson. For example, you can prepare an
assignment, type it, and hide the answers, highlight them in white, or even hide them behind an
image.

Another way to use Google Docs is for students to work in the lesson. Unfortunately, during an
online class, the teacher cannot personally monitor how well they are doing their tasks. This is
where a Google document comes in handy, as it shows exactly what the user is typing in real time.
The teacher can create a Google doc with the assignment and add pages for each student,
duplicating the assignment there. The teacher can observe how the student is completing the task,
whether they need help, and whether everything is clear.

Google Docs can also be used for project work in small groups, for instance, preparing a small
presentation. In a Google Doc, students can take notes on their own page, and all group members
can see and edit them. The teacher can also monitor the progress of the project. In addition, Google
Docs can be used for work in pairs or small groups, where each participant has their own task that
other students in that group or pair should not know about, for example, a jigsaw reading task. The
teacher should post the assignment on a specific page and notify the page number to the
corresponding student.

Jamboard

Jamboard is another Google tool that can be used similarly to Google Docs. In fact, it is an
interactive whiteboard that teachers can use to present educational material. You can add images,
text, and highlight text in different colours. This information can be changed or the new one can be
added during the lesson. Jamboard can also be used for working in pairs or small groups, where
each participant has their own task on a particular page. Students can also work on projects,
brainstorm ideas, develop plans, or take notes. An interesting feature of this board is stickers which
the teacher can create, and the students have to put them into different categories or add stickers
themselves making notes.

PowerPoint

PowerPoint is a well-known powerful slide show presentation program that can now be used online
as well. It means that students can create mini-presentations online. They can add some text,
animation, audio, and video files to the slides. The online format of the program allows students to
create and edit presentations in real time.

Quizlet

Quizlet is a website that allows students to review the material in an interactive format, making
revision more engaging. First, the teacher creates cards with the main material, such as vocabulary
or specific terms, names of scientists, writers, or dates from history. Next, the information related to
them is added, such as translations or meanings of words, definitions of terms, historical events, or
the activities of the mentioned scientists or writers. After that, the program generates various types
of tests that students can do independently at home, or in groups or teams during classes. Answers
are provided automatically.

Live Worksheets

This is a website that enables teachers to transform traditional paper handouts into interactive online
exercises with the feature of checking the answers and self-correction. Students can complete these
tasks either in class or at home, and they can also submit their completed tasks to the teacher. There
are many different types of exercises available, including exercises that develop speaking skills,
which require students to use a microphone to record their responses.

Wordwall

Wordwall is another website where you can create interactive assignments in the form of various
tests, such as multiple-choice, matching where students match information, such as words and their
meanings.

Students click on a link and complete the tasks, and the program automatically checks their
answers. You can create tasks for discussion, and the program will select a specific question, and in
one of the formats, it can even choose a student to answer.

This tool is easy to use for working in breakout rooms. The teacher provides a link, and a student
from the group of students has to click on it and share their screen. This student is the host, and they
click on what others are saying on their screen. Or each student clicks on the link and completes the
tasks. The teacher can observe the quality of the work done during monitoring in the breakout
rooms.

Kahoot!

Kahoot! is a learning platform for creating game-based tests. Gamification can make classes more
lively, varied, and dynamic, and helps to avoid monotony if students are feeling tired. Kahoot! can
also be used for revision, and the game can help to engage all students and more effectively refresh
the material. When mental activity is reinforced with positive emotions, the effect will be more far-
reaching.

The teacher can create tasks for all the students to participate in. This can be a multiple-choice test
with one correct answer or an alternative-choice test. Students enter the program with a code
provided by the teacher, and they must answer as quickly as possible.

After each question, the correct and incorrect answers can be analysed. At the end of the game, the
program will rank top three players.

There is also a possibility of playing in teams and discussing tasks and answers in breakout rooms.

Quizziz

Quizizz is another educational platform that uses gamification to engage students. On this platform,
teachers can create quizzes, questionnaires, and quiz-based games to check students' knowledge in
various subjects.

The platform has an intuitive and easy-to-use interface. You can add audio, video, and images to
tasks, and enter mathematical, chemical, and physical formulas.

In Live mode, the teacher can see the progress of each student. The test created in Quizizz can be
scheduled. This means that you can assign it as homework. The teacher can also remove the "time"
feature, and then the student can think about the question without worrying about the seconds
ticking away. This allows to read a coursebook section, or a book chapter, or search for the
necessary information while answering questions.

In this episode, we have learned about various online tools that can be used to make online lessons
more interactive. We have looked at such tools as Kahoot!, Quizlet, Google Jamboard, and others.
Each of them has its own features and can be used for specific teaching purposes.
 Achieving effective and engaging online learning relies on utilising appropriate tools and methods
that prioritize interactivity and student engagement in the learning process. Therefore, by using
these tools, teachers can create more dynamic and engaging lessons that enable students to better
understand the material.

Of course, it is difficult to replace live communication in classes, but we hope that the sites,
platforms, and applications we have looked at today will help you in your work.

In the previous episodes, we discussed how to choose online platforms and tools for teaching and
learning. However, even if we use the best tools, learning cannot be effective without building
interaction between the teacher and the students, as well as between the students themselves. In this
episode, we will find out what exactly to pay attention to as well as share useful tips that will help
create a conducive learning environment.

The first classes are the most important because the effectiveness of the course depends on a
coordinated start. It is exactly the time when the teacher establishes certain rules of behavior and
relationships with the students and explains what can be done in an online lesson and what cannot.
In this episode, you will learn how to organise an effective learning process from the beginning and
what to do in the first online lesson.

Preparation for lessons

Basically, the teacher's actions as for preparation and start of the course can be divided into:

 preparation before the start of the course;

 the first class;

 and the period after the start of the course.

Before the start of the course, the teacher chooses the online platform on which they will work with
the class. It will be very useful to anticipate the technical issues that students may face, briefly
describe the options for solving such situations, and send this information to the students in
advance.

For example, these may be requirements for computer system capabilities, recommendations on
how to connect a camera and microphone, or how to check the settings. If students are not familiar
or have never worked on such a platform, it would be appropriate to arrange a test meeting. During
this meeting, a teacher may show some peculiarities of working with the platform, for example,
how to work in groups, how to use a chat or how to ask the teacher for help.

Notify students about the platform on which you plan to work in advance. Creating their accounts
ahead of time is essential. For example, in order to use Google Classroom or Google Meet, students
need to have a Gmail account.

The next step is to create a link to the lesson, which should be sent to the students. It is important
that this is a recurring link that students will use to join the lessons throughout the course. When
creating a link, take into account such parameters as waiting room settings, the use of computer and
mobile phone sound. For quick communication with students, it is better to create a group in a
messenger, such as Telegram, WhatsApp or Viber.

If you use Google Classroom, create a class on the platform and invite students to join it by adding
their email addresses. If you are not sure if all students have learning materials or coursebooks, you
can upload learning materials for the first class to Google Classroom, send to a group in a
messenger, or on their emails.
 Beginning the course

In the first lesson, students get to know the teacher and each other. Since the first lesson is almost
always stressful for both the teacher and the students, it's important to create a friendly atmosphere
where all participants feel comfortable. To avoid technical surprises and unnecessary anxiety, it's a
good idea to start the lesson a little earlier. During this time, you can fix technical issues or help the
students to connect to the lesson.

When students join, the teacher checks who is present, asks if everyone can hear the teacher well,
and if their web-cameras are working. Often, students may use the accounts of other family
members. In this case, ask them to rename the account. Make sure that all students have named
themselves correctly and adequately.

Once you've checked that everyone has connected their cameras and microphones, and can hear and
see you, briefly explain the technical features of the platform:

 If students have some background noise at home, they can turn off their microphones. Also, to
make them better heard, it's recommended to use a headset with headphones and a microphone;

 To avoid chaos in class when everyone wants to answer and starts interrupting each other, explain
the use of the "Raise Hand" function. Everyone should keep quiet, and the teacher will nominate the
student who raised their hand;

 If you're working on the Zoom platform, use the reactions. For example, if you want to conduct a
quick test on true and false statements, ask students to use a green tick if they agree with the
statement or a red cross if they don't;

 Use the platform chat for students to send you answers to questions;

 In addition, explain to students how you will assign homework, how they will take tests and
quizzes, and how you will communicate — via messenger chat or email.

Since this is your first class with the students, it will be very useful to do a "getting to know you
activity". Even if the students have been studying together for a long time, they can also learn
something new about each other. For example, they can write some important facts about
themselves: the name of an important person, a date, a place, or a certain number, and others have
to guess how these facts are related to the student. Such an activity will help create a more friendly
atmosphere in the class and "break the ice" between the class and the teacher.

Another important element of the first class is establishing the rules of behavior in class. You can
even involve the students in the process of creating rules. Teens will especially like this task, as it
will show that the teacher treats them like adults. Some of these rules may include:

 always having the web-camera on. This is important because students may do something else
during the lesson, such as playing. Therefore, the web-camera will help the teacher monitor whether
the student is engaged in the lesson;

 correctly written name;

 students must connect to the lesson on time and be present for the whole lesson. If they need to
leave early, their parents should inform you. This is a very important point because you, as a
teacher, are responsible for the students, even if it is an online lesson;

 homework is always done;

 students always speak the foreign language and avoid speaking their native language (if it is a
foreign language class);

 students keep discipline and answer when the teacher nominates them.

After the course starts, during the first few weeks, students may have certain difficulties working
with the platform or completing homework. To address this, keep track of the tasks and encourage
students to contact you if any problems arise.

In online learning, communication during lessons can be somewhat complicated due to the absence
of direct contact between the student and the teacher, as well as other students, which can cause a
feeling of isolation. However, there is a whole range of online communication tools the choice of
which depends on many factors. In this episode, you will learn how to choose optimal ways to
communicate with students in the lesson and how to use them effectively. In addition, you will find
out about the available tools for collaborative work in the classroom.

Organising an online meeting

Before the start of the lesson, it is necessary to ensure that only the students of this class, and not
random people, join the lesson. Such preventive measures depend on the platform you will be using.
For example, in Zoom, you can use the function of accessing the lesson only by a password or
creating a waiting room. In this case, students do not automatically join the lesson but have to wait
for the teacher to let them in. In Google Meet, in order to enter the lesson, students need to send a
request to join, and the teacher will add them to the meeting. These security measures will help
avoid unwanted guests who may accidentally or intentionally attend the lesson to disrupt it.

Quick communication

It is also extremely important to ensure the channels of quick communication with students in order
to promptly address educational and organisational issues, such as sending class messages about
certain changes in the schedule (class rescheduling or cancellation), or sending materials before or
during class. Students can also quickly inform you about some urgent situations or unforeseen
circumstances.

These communication channels can be a chat on a messaging app (such as Telegram, WhatsApp, or
Viber). As this chat is created for solving educational and organisational issues, it is important to
agree with students about what and when it is appropriate to write and what not to write about. It is
necessary to set time frames when it is appropriate to exchange messages, as it is about respect for
the personal time of both students and teachers.

Google Classroom and how to use it

Google Classroom can be another channel of quick communication. The main purpose of using
Google Classroom is to post classwork and homework assignments. However, the teacher can also
use it to send educational materials or some messages regarding organisational issues.

In order to organise effective work in the lesson from the beginning, it is important to set the rules
for using online tools.

Despite the advantages, online classes have a significant disadvantage regarding communication
with students during class — the teacher cannot see the students and what they are doing.
Therefore, there should be a rule that students must turn on their webcams during the lesson.
Another argument in favor of this rule may be that students only see each other on the screen, so in
order to create a more friendly atmosphere during the lesson and build a good rapport, it is better to
see the faces of classmates rather than black squares.
 Unfortunately, in online lessons, teachers do not have visual contact with students, when the teacher
can show with a glance who they are nominating to answer. In order to avoid chaos when all
students want to answer, a rule should also be established that the teacher nominates a student —
which means the teacher calls out the name of the person who is to answer the question. Another
option could be to use the "raise hand" function. Then those who want to answer press this button
and the teacher selects a willing student to give the response. In addition, students can use this
function if they want to add a classmate's answer or if they have a question.

Another way of establishing silence in class is the control of microphones. If you need your
students to work individually or if students are reading or listening to something quietly, you can
ask them or mute all microphones yourself to ensure silence. There may be cases when there is
some background noise at students’ homes or where they study. In this case, the teacher can also
mute the student's microphone.

Screen sharing is another very useful feature. In such a way, the teacher can demonstrate main or
additional learning materials, and play audio and video files. In addition, the teacher can
demonstrate an interactive online whiteboard, which actually performs the functions of a physical
whiteboard: you can write a text or formulas, draw, and highlight certain parts. It is also important
to disable students’ drawings on the screen, as this can create chaos in class. However, you can
allow students to write on the interactive board if they are doing a collaborative task or need to
write their own answers in the designated space.

Select the settings so that only you can share your screen with the meeting participants. This will
also prevent disobedient students from distracting others or disrupting the lesson by sharing
inappropriate content. However, there are cases when students should be enabled to share their
screens. Let's consider when students can also demonstrate materials on the screen. For example,
there can be a situation when they work in pairs or small groups in separate rooms and need to show
some materials on the screen or take notes. Another case is when a student gives a presentation and
needs to display slides or other materials on the screen.

A significant advantage of online platforms is that students can work in pairs or small groups. Use
"breakout rooms" for this purpose. Students work there isolated from other groups or teams.
However, the teacher must monitor their work in separate rooms. This should be done for the
following reasons:

 to check if students really understand the task and how to perform it;

 to make sure that they are actually completing the task;

 to assist students in completing the task if necessary.

In order not to distract students who work in breakout rooms, monitor with your camera off. Also,
make sure your students know about the "ask for help" function when they work in breakout rooms
and need the teacher to join the room.

Active communication in an online class

Some online platforms offer an additional tool for communicating with students — reactions such
as "yes" and "no", and emojis (heart, clapping hands, smiley face). Reactions can be used in the
following situations:

 Students work individually and, at your request, inform you when they are ready. If they have
completed the task, they choose "yes", and if they have not finished, they choose "no". This way,
you can quickly see the percentage of students who have completed the task and decide whether to
give additional time for completion.
 You ask a question that requires a "yes" or "no" answer or a "True" or "False" answer, and you want
to quickly collect responses from students. In this case, you can also use "yes" or "no" reactions.

 You ask a multiple-choice question to the class and want to quickly collect answers. Similarly, you
can use reactions and agree that Answer A is the smiley face, Answer B is the heart, and Answer C
is the flower. This interactive element can liven up the atmosphere in the class, and it can help you
quickly gather responses to your questions.

Since in online lessons, students do not have the opportunity to communicate directly, they can feel
a lack of interaction as a class. In its turn, it can lead to less student engagement and even lower
motivation to learn.

Therefore, we recommend using online tools to build interactive work in the lesson. For instance, it
can be a simple Google Doc. Students can take notes for a presentation together or you can assign
each student a task on a separate page. Alternatively, students may solve a task or reach a common
conclusion in pairs or small groups. Similarly, an interactive whiteboard like Jamboard can be used
where students will either take notes, do their tasks, or work together to prepare a presentation or
speech.

Foreign language teachers can use the Wordwall website, where students can create tests in teams
for their classmates. In this way, they themselves must thoroughly review vocabulary or grammar
and select key words or structures to include and practise in the test.

So now you know which tools to use to fix minor technical problems, answer questions, or send
materials, and which ones are not ideal due to limited capabilities.

It is important to understand that communication with students in online lessons requires additional
effort and organisation skills from the teacher. However, using Viber, Telegram, Zoom, Google
Meet, and other channels can greatly facilitate the interaction process, help build a good rapport and
make learning more effective.

It is also essential to create a supportive learning environment where students can feel comfortable
and at ease. Through proper communication, you can more effectively enable students to gain
knowledge and achieve their learning goals, which is the main purpose of online learning.

Unfortunately, online classes do not always go smoothly and trouble-free: there may be problems
with students' behavior or students may suffer from fatigue. All of us may face technical issues as
well as urgent problems of the present day. In this episode, you will learn what to do if your
students lose concentration or refuse to turn on their webcameras, how to act when the online
platform doesn't work, the necessary document doesn't load, or you hear an air raid siren.

In fact, the problems that typically arise in an online lesson can be divided into two major categories
— problems related to student behaviour and technical issues. Let's have a look at the most typical
problems and ways to solve them!

Problems related to student behaviour

What to do if you feel that students are tired and have lost their concentration?

In this case, you can pause the lesson and switch to another activity. This could even be a physical
activity (when everyone does light physical exercises), a quick game, or an activity that helps to
improve focus and concentration in a game-like manner. Such an activity should last for 5 minutes,
and its purpose is to break the monotony of the lesson and give students a chance to rest.
Overall, to prevent the lesson from being monotonous and boring for the class, make sure you
change the types of activities more often. It is particularly important for younger students, as their
attention span when they can stay focused on the task is quite short, 5-7 minutes.

What to do if students refuse to turn on their webcameras?

Firstly, let's explain why it is important for students to work with their webcameras on. Since this is
an online lesson, the teacher has no way of monitoring whether all students are actually engaged in
learning, or whether they are doing something else, such as playing computer games.

Secondly, during online lessons, students cannot see their classmates. They only notice them on
small screen images. It is unlikely that a lesson can be called interesting and effective if instead of
faces, you see only black squares. Keeping webcameras on in lessons helps create a relaxed
atmosphere where students learn together and find answers to tasks.

To solve the problem with turned-off webcameras, see if you set a list of rules with students during
the first lesson, and of course, you should stick to these rules throughout the course. Additionally,
you can include this rule in the school's list of rules and inform parents and students about it before
the start of online learning.

What to do if students refuse to work with someone in pairs?

Unfortunately, in a class of children and teenagers, there may be a situation where there is
unfriendly attitude towards some students. In this case, the teacher should think ahead about how to
break students into pairs. It may be reasonable to divide the class into small groups. In this case,
students who are in conflict will not work together in a pair and will not be forced to cooperate.

What to do if you feel a student is trying to disrupt the lesson with their behaviour?

Sometimes it happens that students try to test the teacher and behave as if they want to disrupt the
lesson. In this rather dubious way, they try to gain authority in the class. It is important for the
teacher to detect such behaviour and try not to react to provocative statements and questions, and
avoid heated arguments. As a teacher, you should express your point of view in a calm and
diplomatic manner and end the discussion. If necessary, you can ask the student to stay after class
and discuss their behaviour face to face, but do it in a balanced and respectful manner, without
insults or threats.

What to do if you notice that a student is getting distracted by some other activities?

Since students, especially younger ones, have less stable concentration and attention due to
physiological reasons, they may get distracted by some other activities, such as games. To prevent
this, ask students to turn on their webcameras. This way, you can monitor their engagement during
the lesson. If you have doubts about a particular student's activity, try nominating them more often.
Then, based on their reaction and how full and correct their answers are, you can make a conclusion
about their involvement in the class.

In this way, the student will understand that the teacher pays special attention to them and that they
should focus more on their studies. You can make a remark if it is obvious that the student distracts
himself or herself with other things.

Another example of a situation where students are engaged in some other activities is having meals
during the lesson, as learning mostly takes place at home. Here, too, you can make a remark. In
addition, inform the parents about it so that they can take measures to improve the student's activity
and engagement in the class.

What to do if a student wants to leave the lesson earlier?

Often, students have urgent matters or family circumstances and need to leave the lesson earlier.
However, since the teacher is responsible for the students even during online lessons, it is not quite
appropriate to let the student go without informing the parents. Therefore, we recommend setting a
rule for parents to inform the teacher in advance when the student needs to leave the lesson earlier.

Other issues that may arise during online classes

Interruptions by family members

Since students often study from home, there are many factors that can either hinder or distract them
from learning. For example, younger family members or even pets can be a distraction. In this case,
it may be helpful to talk to parents beforehand and ask them to arrange a suitable workspace where
the student can study without being interfered.

Another common situation is when parents are present during the lesson and interfere or help the
students. If this happens too frequently, you can politely ask them not to disturb their child. This can
also be discussed at a parent-teacher meeting regarding the organisation of online learning.

Student dress code

What should students wear for online lessons? Is there a specific dress code? As we mentioned
earlier, online learning mostly takes place at home. Therefore, students may prefer a very relaxed
style of clothes. On the one hand, it may be unreasonable to require students to wear school
uniforms. However, on the other hand, it is important to agree that they can wear everyday clothes,
avoid overtly sporty styles, and try to have a neat and decent appearance. We still advise students to
think about their clothes for learning. This will help them concentrate better during classes.

What to do if the online platform is not working?

If the website with the online platform is not loading, check your internet connection and restart
your router. If necessary, you can also restart your electronic device and clear the cache on it
(memory for temporary data storage). Deleting the application from your electronic device and
reinstalling it can also solve the problem. Additionally, keep track of updates to the online
platform's website and update the system timely. We recommend not doing this before class, as
system updates may sometimes take some time to get used to or may cause the failure of certain
settings that you regularly used before.

If the website is opening, but you cannot log in to your account, check if you are entering the
correct login and password information, if you have selected the correct language, or if you have
accidentally turned on Caps Lock. If you log in from a different location, the program may ask you
to enter a code that is sent to the email address associated with your account.

If one online platform is not working due to a system failure, in this case, it is necessary to consider
an alternative for another platform and promptly inform the students which platform to use and how
to access it. Make sure you send a link. For example, if Zoom is not working, try conducting the
lesson in Google Meet.

What to do if a file does not open?

You have spent a lot of time and effort finding or developing additional materials, but the file does
not open at the critical moment.

To avoid such disappointment, you can use the following tips.

If you are creating an online presentation or document (such as Google Docs), make a copy of the
document on your device, e.g. in PDF format, or download the presentation to your device.
Sometimes the problem may occur in the program you are using to view the document. It may fail,
so make sure you have an alternative option to use the file.

If a student is unable to open the document, perhaps because they don't have a certain program to
work with it, you can take a screenshot and send it in the chat. During class, you can display this
material on the screen for the whole class to see. And during students' work in breakout rooms, they
can share it on their screen so that all the mini-group can see it.

What to do if the internet connection is unstable?

If you are using a Wi-Fi connection, try restarting your router. Additional Wi-Fi modules can also
be used for a more stable connection. Try to minimise the system load and reduce the number of
users and electronic devices being used simultaneously. You can also turn off your webcamera to
make the connection more stable.

Alternatively, try activating a mobile hotspot on your phone or tablet and connect your laptop or
computer to it. If you don't have this option, ask for help from colleagues.

If there is an air raid siren in the city

If you hear an air raid siren, you should go to a safer place or a shelter in your school or dwelling.
Inform your students and give them a task to do, which should be prepared in advance. Overall, the
procedure for air raid alerts should be discussed with the students during the first lesson. Prepare
several task options that require different time slots to complete. If you have the opportunity to
teach in a shelter, continue to do so. If not, you can notify your students that the lesson is over. In
this case, also inform the school administration about the end of the lesson, if possible.

If an air raid siren sounds in a city where one of your students is located, ask them to notify you and
go to a safer place, such as a shelter. If they have the opportunity to continue learning, let them do
so. Otherwise, provide them with the necessary materials or record part of the lesson for them.

If there is no electricity or internet connection

If the internet connection is lost or there is a power outage, try to continue the lesson using mobile
internet. If possible, inform your students about technical problems in the chat or Google
Classroom, or by calling a class representative or a class monitor.

As a precaution for such situations, we recommend using the services of an internet provider whose
equipment does not rely on electricity but on fiber optic connections. In this case, the router and
modem should be powered by a power bank or battery.

As a preventive measure, before starting the lesson, check the laptop battery level and have fully
charged power banks or batteries ready.

If students experience a power outage and/or loss of the internet connection, ask them to inform you
in advance of their potential absence from the lesson. As an option, students can join the lesson
from their mobile phones or tablets. Decide on the minimum number of students who must be
present for the lesson to take place, for example, this could be 40%.

In this episode, we have learned how to solve problems that may arise during online lessons: issues
with student behaviour and technical issues. Now you can be confident that you will act quickly and
effectively.

It is important to remember that unity and mutual understanding between the teacher and students
are the keys to success in any lesson, whether online or offline. Also, remember about the
importance of breaks for rest and relaxation, which will help students be more productive during the
 lesson and reduce the chances of behaviour problems. We wish you effective and interesting lessons
for all participants!

A teacher's communication with students is not limited to lessons and often continues beyond them.
And in this case, there can be other participants in such communication — the students' parents.
What way of communicating with them to choose? When should a teacher initiate communication
with parents during online learning? What should be the boundary in communication outside
lessons? In this episode, we will help you find the answers to these questions.

Communication between the teacher and the student

Communication with students outside lessons is mainly carried out to solve educational and
organisational issues or in emergency situations. Regarding educational aspects, Google Classroom
remains the main source of communication. Here, students can learn about classwork and
homework, and find additional materials used in class. This feature is particularly useful for
students who missed a lesson and should be able to independently learn the material.

In addition, the teacher has the possibility to leave other messages for students, such as rescheduling
a class or sending a link to access the lesson.

An important thing here is that students can leave comments on the teacher's messages — this way
they can clarify questions about class or homework.

Another source of communication outside lessons is the messenger chat, where students can also
ask the teacher questions, but mostly concerning organisation of studies. However, there are several
points that the teacher should consider to make communication comfortable with students in the
chat outside of lessons:

 Create rules and specify what information should be appropriate for writing there. For example, this
may include questions about exercises or educational materials, as well as discussions about
extracurricular activities.

 Establish time slots and days when students can ask questions in the chat and expect an immediate
response from the teacher.

 Set deadlines for when students can submit assignments to the teacher.

 Specify how exactly students should submit their assignments.

There are situations when students write about completed assignments or send their screenshots in
the chat. In this case, it is better to ask the class to send their work via email or in the program
where they are supposed to do the test, for example, Google Classroom.

Sometimes, parents may write in the general chat on behalf of the students — this can be
understood through the style and content of the message. In such cases, it would be appropriate to
invite parents to have a personal conversation at a convenient time or to schedule a meeting at
school to discuss any questions.

Communication between teachers and parents as an important factor for successful learning

Parents of students are a very important side of the educational process because success in learning
depends on the coordinated cooperation of all participants.

A very common question is "Do we need a separate chat with parents?" Firstly, it depends on the
age of the students. If we are talking about teenagers, there is no need to add their parents to the
 chat or even create a separate one. If necessary, you can communicate with parents on an individual
basis, in person.

However, for younger learners, it is better to create a chat specifically for parents, not children. This
is because children need the help of adults with the technical side of online learning and may not
always be able to solve various organisational and educational issues effectively and promptly
because of their age.

One more important aspect of communication with parents is establishing and following certain
rules for effective interaction. A teacher can provide contact information and communicate, for
example, through a messenger chat, but it is important to set working hours when the teacher can do
that.

In addition, before the start of online lessons, you can have a meeting with parents to inform them
of how the educational process will take place, where homework will be assigned, and how students
will take tests. At this meeting, you can ask parents to inform the teacher if their child needs to
leave earlier or when they are late for a lesson.

When to communicate with parents?

In what situations it is a good idea to initiate communication with parents during online learning?

 The first important point is when a student misses classes without an excuse, such as illness.

 You should also pay attention to students who skip lessons with a certain pattern, e.g., every two
lessons or once a week

 Teachers should also take note if a student frequently asks to leave early or is late to class.

 Another reason to communicate with parents can be the technical side, for example, if a student
refuses to turn on their camera and/or microphone.

Of course, there may be technical reasons for this, such as the absence of a webcamera or unstable
internet connection. However, it can often be an excuse to do other things. Therefore, it is necessary
to discuss this issue with the student's parents.

Apart from that, if you notice that a student does not have sufficient learning facilities, this should
also be discussed with their parents.

So now you know that communication between a teacher and students' parents is an important
component of the learning process, especially during online learning. In addition, you have learned
when a teacher should initiate communication with parents, how to avoid unpleasant situations, and
how to set boundaries for communication outside lessons. It is important to remember that such
communication is aimed at improving the learning process and helping students achieve success, so
it should be constructive and motivating.

Remember: every class and every student is unique, so it is worth experimenting and using the
methods that work best for your students. Enjoy the teaching process and help your students achieve
success!