Tips for communicating with students in online classes

1. Communication in teaching - introduction

Successful course delivery is not only based on quality content, but also on clear communication, well-designed organization, and transparent expectations. Students need to know what it means to succeed in the course, how they will be evaluated, and how they can obtain support from their teachers and colleagues. Teachers, in turn, need to have established routines, defined communication channels, and planned forms of orientation that will make it easier for students to navigate the semester.

Communication within the teaching team and systematic engagement with students through surveys and feedback are also particularly important. Together, these elements create a framework that fosters motivation, ensures clarity, and builds a positive learning experience. Here are some tips for communicating in class (with a particular focus on the online environment) from the Queen's University Centre for Teaching and Learning.

2. What does it mean to be a successful student in your e-course?

The first step in designing high-quality teaching is to clearly define what it means to be a successful student in a course. Teachers must determine in advance what students need to do to meet expectations and pass the course and, based on this, develop a clear communication plan. It is essential to establish explicit guidelines regarding expected weekly activities, monthly milestones, and obligations distributed throughout the semester.

Students should understand how they are expected to participate in synchronous activities (e.g., live lectures, real-time discussions) and how to engage in asynchronous activities (e.g., forum discussions, assignment submissions, and peer feedback). It is equally important to communicate deadlines for major assignments, quizzes, and projects in advance, as well as the criteria for what constitutes high-quality and efficient completion of these requirements.

3. The role of rubrics in expectations and assessment

Grading rubrics are an extremely useful tool for setting and communicating expectations. They give students a clear picture of the criteria by which their work will be assessed, thus avoiding misunderstandings and increasing transparency. It is advisable to create a rubric for each significant activity, whether it is a written assignment, an oral presentation, a test or a practical exercise. In this way, students can know in advance what is required of them in order to achieve different levels of success (from basic to excellent results). It is especially important not to keep rubrics only for teaching staff, but to share them with students at the beginning of the course or at least before each individual activity. In this way, rubrics become an integral part of the communication plan and help students realistically plan their own work, allocate time and recognize what quality in their assignments means.

4. Communication within the teaching team

If the course is delivered by a wider teaching team (e.g. lecturer(s), assistants, demonstrators), it is essential to develop a clear communication plan that will work throughout the semester. It is important to agree on a schedule of regular meetings at the outset, either in person or via digital platforms, so that all team members have aligned information. In addition, collaboration technologies (e.g. Teams , Moodle LMS or shared documents on Google Drive ) should be chosen that will enable rapid information exchange and easy access to materials. It is equally important to determine in advance the different communication channels: what goes by email, what is posted on a shared platform, and what is discussed live. This way, the team has clear agreed patterns and can easily maintain open and ongoing communication.

5. Setting boundaries and expectations in communication with students

Students rely heavily on their teachers for guidance and support during their courses. However, it is important to emphasize that teachers cannot and should not be available 24 hours a day. This is why it is important to set clear expectations and routines from the beginning of the course that will shape the way in which teaching will be conducted and communicated. Such transparency helps students understand when and how they can obtain the information they need, and it provides teachers with a sustainable balance between availability and professional work.

A key element is to work out how and when students can contact the teacher. It is necessary to specify precisely which communication channels they should direct their questions to: for example, via the Moodle LMS forum, email, scheduled consultation times or specific online formats (Teams , Zoom, Jitsi Meet). It is even more important to emphasize in advance the expected response rhythm: for example, replies to emails can be expected within 48 hours, while questions raised in the forum are resolved during a weekly meeting or lecture. In this way, students have realistic expectations, and the teacher clearly defines his or her own working boundaries.

6. Getting to know students by conducting a survey at the beginning of the course

Quality communication in teaching begins with getting to know students better. This can be achieved with short surveys or questionnaires before or at the very beginning of a course. Electronic tools (such as Google Forms, Microsoft Forms, Moodle surveys, or Mentimeter) make it easier to collect data. With a survey, the teacher can find out which communication channels are most suitable for students, what challenges they expect, and what they want to achieve during the semester. This makes it easier to adapt teaching and show concern for different needs. In addition to practical information, a survey also sends an important message to students: their opinions are valid and teaching is based on mutual understanding. Such an approach encourages student engagement and active participation in the learning process from the beginning.

7. Syllabus and orientation of students in the course

The syllabus is a fundamental, formal document that guides students and provides them with a clear orientation about the content, objectives, and rules of the course. It functions as a starting point and a basic frame of reference to which students can return throughout the semester. However, a written document alone is often not enough to achieve the welcome and clarity that students need at the beginning. That is why it is recommended to supplement it with additional forms of orientation that will bring the course closer to students in a more accessible and personal way.

One effective way is to record a short welcome video in which the teacher personally greets the students, introduces themselves and the course, and briefly outlines what to expect. Video adds a human dimension to the course and reduces distance, especially in an online environment. Another form is to post a welcome message via email or a forum in the Moodle LMS, which gives students a sense of inclusion even before the first meeting. Alternatively, a special orientation page for the course can be created in the Moodle LMS that gathers all the key information in one place.

Such an orientation can be thought of as the equivalent of the first hour of class, when the teacher would typically present the main elements of the course. It should include an overview of key assignments and deadlines, a list of required and recommended readings and resources, and a clear picture of what students will learn or discover during the course. It is equally important to emphasize what students can expect from the course and the teacher, while also reminding them of previously set expectations for themselves (e.g., mode of participation, pace of activities, assessment criteria).

8. Encouraging cooperation among students

If your course relies on contact between students during group work or small group discussions, think about how you will encourage collaboration among students, whether in person or online.

Take the time to explain to students why collaboration is an important part of the course, describing how group work is connected to learning goals and outcomes. Rather than prescribing a specific online collaboration tool, offer recommendations for useful tools that students can use (e.g., Microsoft Teams ), and then give them the flexibility to choose what works best for them. Keep in mind that students may need to learn new technologies in addition to the course content, so try to keep the number of required tools as low as possible.

You can start group work by having groups create their own rubric to define how they will measure their own success. Encourage them to ask themselves: What does effective group collaboration look like for us? The rubric they develop will help them set their own expectations and guide their engagement.

9. Working hours for communication and contact

Regardless of whether classes are held in person or online , it is extremely important to provide students with regular opportunities to address their questions and concerns with the teaching team. Such moments allow not only to clarify the course content, but also to build a relationship of trust between students and teachers. Many university components, faculties, centers or departments, have their own prescribed policies regarding mandatory consultations, so it is always a good idea to check with the dean or department head to see if there are any specific guidelines that need to be followed.

Consultations can be organized in different ways. In the traditional form, it is a pre-arranged time when the teacher receives students in person in his office. In modern education, it is equally acceptable to organize consultations via online video conferencing platforms, such as Zoom, Microsoft Teams , Jitsi Meet or BigBlueButton. In this way, consultations become available to students who are physically distant, thereby expanding equality of access, and by the way, if possible, recordings of consultations are made and are available to those students who were not able to attend them.

It is important to inform students clearly and in a timely manner about the consultation times. It is best to send an email or post on the learning platform (e.g. Moodle LMS), with the precise date, time and access instructions. Being consistent in maintaining the same consultation days and times throughout the semester helps students plan their time and know in advance when they can contact you.

At the same time, it is important to be flexible and understanding of student commitments. Sometimes the offered times will not suit everyone, so it is useful to leave the possibility of arranging alternative times, for example for students who work, study multiple courses or are in different time zones. A combination of clarity, consistency and a willingness to compromise is the best way to ensure that consultations become a valuable support for students throughout the course.

10. Conclusion

Effective engagement of students in online higher education does not result exclusively from quality content, but from systematically designed interactions that include all participants and aspects of teaching. The triple dynamic, student-student, student-teacher, and student-content, forms a functional framework for shaping a stimulating and inclusive online educational experience.

Modern pedagogical practices and available technologies enable the implementation of principles of engagement that lead to greater satisfaction, higher retention rates and more successful mastering of material in a digital educational environment.

11. References

• Hy-Flex and Resilient Pedagogy Resources. Innovative Learning. Purdue University. https://www.purdue.edu/innovativelearning/tools-resources/teaching-guides/pedagogy/
• Rogulj, E., Grgač, S. Oblici komunikacije između profesora i studenata. Jezik, književnost i obrazovanje - suvremeni koncepti.  Čakovec: Učiteljski fakultet Sveučilišta u Zagrebu, 2020., str. 260.-269.