We’ve all been there: sitting in a long Zoom or Teams meeting with a lot of talking but not much interaction. I’ll be the first to admit it’s easy to tune out, open up email, check off some other tasks, or even (the horror) scroll social media.
These same distractions exist for our students in any classroom, but they’re particularly close at hand when teaching and learning online.
And yet, despite those challenges, I have genuinely come to enjoy teaching in Notre Dame’s Summer Online program. The experience has reshaped my pedagogy and made me a better instructor, both in person and behind the screen.
Along the way, I’ve learned lessons that I now carry into my classes. Here are five that stand out.
1. Utilize Asynchronous Content
There’s always material that students need to encounter, whether it’s a lecture, a reading, or a video. Instead of delivering all of it in real time, let students engage with it asynchronously at their own pace. After almost a decade of teaching online courses, I have found that attention in a live Zoom tends to dip after about 15 minutes, but a recorded video can be paused, rewound, or revisited in a space where students feel comfortable.
The key is to create mechanisms for accountability and engagement. Low-stakes quizzes, discussion boards, or reflective prompts give you insight into how students are engaging while allowing them the flexibility to process the content on their own schedule.
2. Be Creative
For many students, especially in a discipline like mine (math), reading a textbook can feel daunting. Assigning chapters without guidance risks either incomplete work or missed opportunities for deeper engagement. To address this, I experimented with Perusall, an annotation platform that allows students to read collaboratively and comment together. This turned passive reading into a communal experience that sparked insights I had never seen before in my in-person classes.
I also piloted oral exams. This format opened the door to exploring topics from new perspectives. For example, one prompt I used was, “Explain when you need to use limits to compute an improper integral and why.” As students responded, I could interject with follow-up questions or ask for clarification. These conversations gave me a clearer picture of both their proficiencies and the areas where they were still struggling. Students were nervous at first, but the format opened space for personalized exploration, back-and-forth questioning, and richer demonstrations of understanding than a traditional written exam. Online courses are often smaller, which creates room for innovation, so don’t be afraid to try something new.
3. Make Class Interactive
If I get distracted on my computer, I know my students do, too. That’s why I plan interactive elements into every live session. Polls, breakout rooms, and structured discussions help keep energy high.
The Zoom Whiteboard has been particularly effective. Students can all contribute answers simultaneously, and then we can “tour” their work together. Sticky notes, quick sketches, and tagged comments allow them to share ideas in real time. These small activities transform class from a passive viewing experience into an active learning community. One great initiative that Notre Dame is pursuing is actually creating Zoom Room classrooms, where these online benefits can now be brought into the in-person instructional experience.
4. Embrace the Unique Digital Space
It’s tempting to think of online teaching as a lesser version of the in-person classroom. But I’ve found it far more productive to embrace the unique possibilities of the digital environment.
I’ve already mentioned some of my favorites: Breakout rooms make small group discussion easier than ever, just a click away, and digital whiteboards allow simultaneous collaboration that would take far more coordination in person. Even the “online culture” can be a teaching tool. At the start of class, I sometimes ask students to post a GIF or emoji in response to a concept we’ve studied. When a flood of crying-face emojis appeared after I asked about related rates, I knew exactly which topic needed extra attention!
5. Remember Education is More Than Knowledge
Blessed Basile Moreau, founder of the Congregation of Holy Cross, wrote that education is about forming the whole person, mind and heart together. That mission doesn’t change just because we’re teaching online.
Even in digital classrooms, we are called to treat students holistically: to see their dignity, to encourage their growth in virtue, and to remind them that their education is not only about acquiring knowledge but also about shaping their lives in pursuit of truth for its own sake. At Notre Dame, our goal is always to form students as a force for good in the world. The medium may be different, but the mission remains the same.
You’ve Got This
These are just five of the lessons I’ve learned, but there have been many more. And as I said, teaching Summer Online has enriched my in-person teaching, as well. I am always eager to talk with others about pedagogy, whether online or face-to-face, so if you’d like to connect about teaching experiences, I’d be glad to continue the conversation.
Brian Mulholland is an assistant teaching professor in the Department of Mathematics and director of ASCEND, an online summer program for incoming first-year students interested in pursuing degrees with a heavy quantitative component.
Are you a Notre Dame instructor interested in teaching as part of Summer Online? Let us know.