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Online Teaching and Learning

De La Salle Institute


Remote Teaching for Instructional Continuity: A Guide to Using Online Pedagogies in Times of Disruption

Effective online pedagogy takes time to learn, and it’s time we don’t have. To guide your search for pedagogical options for teaching remotely to ensure instructional continuity, we have assembled an annotated bibliography of resources to serve as a crash course in online pedagogy basics.

General Resources for Shifting Online

  • La Salle University Training Hub: The Instructional Design team has compiled La Salle-specific guides and resources for moving your course online. The materials on the Training Hub are designed to be a how-to once you’ve decided what methods and measures make the most sense for your courses. The resources below can help you figure out how to make those decisions.
  • Going Online in A Hurry: What to Do and Where to Start: Michelle D. Miller offers a six-part checklist of what you’ll need to think about in adapting your courses.
  • Tips and Tools for Teaching Online in Pinch: Another handy checklist of what to think about when shifting to an Instructional Continuity approach to your courses.
  • Please Do a Bad Job of Putting Your Courses Online: We’re not wild about the title  (we’d prefer to think of it as akin to “good enough parenting.”) But the fundamental point here is critical: you are cobbling together a good-faith but hasty replacement for what you already planned to do in person.
  • How to Be a Better Online Teacher: This Chronicle Interactive Advice Guide provides guidance for developing courses that are intended to be online; still, this interactive offers plenty of useful advice and recommendations for the current situation.
  • Teaching Effectively During Times of Disruption: Stanford has assembled a comprehensive list of suggestions for shifting a course online. There are some Stanford-specific elements to the guide, but since they also use Canvas and Zoom, many of their recommendations and how-to guides will also work for us.
  • If feasible, consider shifting your course to address the impact of COVID-19 on your discipline. For some suggestions on how to do that, see this thread by Arizona State University’s Katie Hinde.
  • The University of Central Florida maintains the Teaching Online Pedagogical Repository. Most of their resources are intended for fully-online courses that were designed to be that way, but you might find additional resources there to be useful.

Course Content


  • Canvas can facilitate testing. You can review the ID Team’s guide on Canvas quizzes here.
  • Do Online Students Cheat More on Tests?: Spoiler alert: The answer is no.
  • Using Discussion Rubrics: This resource offers several examples of rubrics to help guide grading of discussion posts.
  • Using Low-Stakes Quizzes to Encourage Mastery: If you already use quizzes in your course, this one is a no-brainer. Adapt those quizzes to Canvas’s quiz functionality, and the quizzes will self-grade, including giving students feedback on both right and wrong answers. If you don’t typically use quizzes, you might consider adding a few as supplemental option.
  • Provide Models of What to Do (and What Not to Do): Exemplars are especially important when you’re asking students to produce a deliverable that they’ve never done before. If you haven’t done discussion boards with them before, try giving them models of effective and ineffective posts and replies. If you’re going to require an online test, do a low-stakes online quiz first so students can see how the platform works. If you’re going to shift your in-person presentations to online presentations, try Joshua Drew’s crowdsourced strategy for creating a terrible presentation yourself to show them what not to do.

Community Building

  • What Do We Need to Teach Now?: In Inside Higher Ed, sociologist Deborah J. Cohan urges us to take a step back from frantically shifting material into online format to “model for students how and what to prioritize.” .
  • A Trauma-Informed Approach to Teaching Through Coronavirus: This resource is intended for K-12 teachers, but many of the insights here apply to our higher education context as well. As other outlets are starting to discuss, the coronavirus pandemic itself is creating trauma for our students (and for us). That sense of grief and loss, that grappling for a sense of control will pervade our courses. Students with a trauma history beyond coronavirus may be even more vulnerable.
  • How to Help Struggling Students Learn Online: Worried about supporting your most vulnerable students during this shift to remote teaching? Becky Supiano rounds up some advice about supporting underprepared students and students with disabilities through this unanticipated shift to an online learning environment.
  • Humanizing Online Teaching: This guide, written by colleagues at our Lasallian sister school St. Mary’s College of California, is grounded in pedagogies of equity and justice and focuses on “pedagogical practices that promote care for the whole student and class collective.”
  • Offer Explicit Support and Flexibility to Students Who Need It: This thread started by Jesse Stommel contains language for extending support and flexibility to students who need it.
  • Using Discussion Forms and Feedback to Help Students Feel Connected: Sophia Arjana at Western Kentucky University offered this Twitter thread to break down her techniques for helping students feel less “disembodied”.

Online Discussions and Interactions

The resources below offer suggestions and recommendations for setting clear expectations for discussions, writing open-ended questions that encourage engagement, and actively facilitating discussions to support student interaction. You can also review the ID Team’s Guide to using discussions in Canvas.