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Why Are My Online Classes So Quiet? Let’s Talk About It

If you’ve been teaching synchronous online classes lately, you might have noticed something strange: the silence. It’s not just a technical glitch; your students just aren’t speaking up. They’re not chiming in during discussions, and those “Any questions?” moments are met with… nothing. If this sounds familiar, you’re not alone.

Educators everywhere are grappling with this. A recent Newsweek article even called it “eerily silent.” And for a generation like Gen Z, who practically live online, it’s baffling. So, what’s going on? More importantly, how can we bring back the chatter that makes learning dynamic?

Let’s explore why students might be keeping quiet and, better yet, how we can help them feel more comfortable speaking up.

Why the Silence?

There are a few reasons why students might hesitate to speak up in online classes. Here are some of the big ones:

  • Camera Anxiety: Turning on a webcam can feel like stepping into a spotlight. Many students worry about how they look or who’s watching.
  • Lack of Connection: It’s tough to feel comfortable talking when you don’t really know the people on the other side of the screen.
  • Tech Frustrations: Delays, glitches or unfamiliarity with the platform can make participation awkward or intimidating.
  • Unclear Expectations: Without clear cues from the professor, students might not know when or how to jump in. (Do they just talk? Do they need to raise their virtual hand first? Are they supposed to respond in the chat?)

And let’s not forget the mental health challenges many students are facing. Anxiety and isolation have spiked since the pandemic, making it even harder to engage.

How to Get Them Talking

The good news? You can turn things around. Here are a few strategies to help students feel more at ease and ready to participate, with insights from Faculty Focus and other resources:

1. Set the Tone for Engagement

According to Faculty Focus, establishing a participatory culture early on is key. On day one:

  • Share your expectations for engagement clearly.
  • Use icebreakers to help students feel connected. (TIP: I start every class — not just the first one — with a question on the screen they can answer in the class chat as they arrive.)
  • Model vulnerability by sharing something about yourself, such as a quirky hobby or an embarrassing moment.

2. Use Technology to Support All Voices

Speaking out loud can be intimidating. Thankfully, online platforms give students other ways to join in:

  • Encourage the use of chat for quick responses or reactions during live sessions.
  • Use tools like Microsoft Teams’ Whiteboard or Padlet to facilitate collaborative brainstorming.
  • Experiment with polls or quizzes to make participation more interactive and less stressful. (TIP: I use Kahoot‘s poll/quiz feature about once a week to engage my students in a fun way.)

Faculty Focus also suggests the creative use of emojis and reactions in the chat to make students feel heard without the pressure of speaking aloud.

3. Design for Structured Interaction

Unstructured discussions can leave students unsure about when or how to contribute. Instead, provide structure:

  • Use breakout rooms for small group discussions. These are less intimidating and allow students to build confidence before returning to the larger class. (TIP: Pop into the breakout rooms on occasion to make sure things are going smoothly.)
  • Assign specific roles, like discussion leaders or note-takers, to give students a clear sense of purpose in the conversation.
  • Rotate participation duties so everyone has a turn without feeling singled out.

4. Normalize Mistakes as Part of Learning

Students often stay silent because they’re afraid of being wrong. Reframe participation as a process of learning, not a performance:

  • Encourage students to ask questions by modeling curiosity yourself. For instance, “I wonder what would happen if we applied this concept differently?”
  • Celebrate effort and contributions, even when they’re not perfect. Acknowledging the value of their ideas builds confidence. (TIP: Use their names when praising them.)

5. Make Engagement Rewarding

Participation doesn’t have to be tied to punitive grading. Instead, show students how their input matters:

  • Include their ideas in your lesson plan. For example, “Last week, Emma mentioned X, and it ties perfectly into today’s topic.” (TIP: I take a lot of notes during class sessions, using Notability on my iPad, for just this purpose.)
  • Highlight insightful contributions in follow-up emails or announcements.
  • Create collaborative rubrics for participation; ask your students what great engagement looks like, and evaluate them on that.

Looking Ahead

Online classes might feel quieter than usual, but that doesn’t mean it has to stay that way. With some thoughtful tweaks and a little empathy, it’s possible to create dynamic, engaging spaces where students feel comfortable participating. What works for one teacher might not work for another, but experimenting with different strategies can lead to those rewarding “aha” moments that make it all worthwhile.

What’s worked for you in encouraging student engagement? Share your tips—we’re all in this together.

Signature Block: Barbara is Listening

Resources

Best Practices for Synchronous Online Courses
The University of South Carolina’s Center for Teaching Excellence provides guidelines focusing on interaction and active participation in live online sessions.

University of South Carolina

Engaging Students in Structured Discussions in Synchronous Online Classes
The University at Albany offers strategies to ensure meaningful interactions during live online discussions.

University at Albany

Recommendations to Increase Student Engagement in Online Courses
Northern Illinois University provides tips to enhance student engagement, applicable to synchronous online settings.

Northern Illinois University

Engagement and Interactivity in Online Synchronous Learning
The University of Denver discusses key components of learner-instructor engagement crucial in online learning environments.

Office of Teaching and Learning

Synchronous Online Classes: 10 Tips for Engaging Students
Faculty Focus shares practical tips to increase engagement, participation, and accountability during virtual meetings.

Faculty Focus

NOTES

The framework of this article was inspired by ChatGPT.

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Fast-Paced and Forward-Thinking: Essential Skills for Success in Accelerated Public Relations Courses

Taking a mini-mester course, especially one that compresses a semester’s worth of learning into just six weeks, can be a daunting but rewarding experience. These courses are intensive and require a different approach compared to traditional semester-long classes. If you’re gearing up for your first six-week mini-mester this summer, particularly in a field like public relations where adapting to changing circumstances and managing tight deadlines are part of the daily workflow, here are ten tips to help you make the most out of this accelerated learning experience.

1. Understand the Pace

  • Expect Intensity: The first thing to understand about mini-mesters is the pace. You will cover the same material that’s usually spread over several months in just a few weeks. This means there will be a lot of information to digest in a short period, mirroring the fast-paced nature of the public relations industry.
  • Daily Preparation: Prepare to engage with your course material daily. Unlike traditional courses, where you might have days between classes to review and study, mini-mester courses often require constant attention, much like a PR campaign that requires ongoing monitoring and adjustments.

2. Stay Organized

  • Use a Planner: With the fast pace, keeping track of assignments, tests, and other deadlines is crucial. Use a planner or digital calendar to mark important dates. (TIP: The Syllabus tab in Canvas will show you ALL your deadlines for this course in one view.) In public relations, missing a deadline can have significant implications, and this practice helps instill good habits.
  • Break Down Tasks: Large assignments can feel overwhelming. Break them down into smaller, manageable tasks that you can tackle daily. This approach is especially beneficial in PR, where campaigns and projects are often complex and multifaceted.

3. Manage Your Time Effectively

  • Prioritize Wisely: Identify which tasks are most important and which can wait. Prioritize coursework that is due sooner or requires more of your attention. This skill is invaluable in public relations, where practitioners often juggle multiple clients and projects.
  • Avoid Procrastination: In a 6-week course, there isn’t time to procrastinate. Try to start on assignments early, giving yourself plenty of time to ask questions or seek help if needed. In PR, early engagement can mean the difference between a successful campaign and a missed opportunity.

4. Stay Engaged with the Material

  • Active Learning: Engage actively with the material through summarizing, questioning, and applying the information. This helps deepen your understanding and retention. For PR students, this means not just learning theories but also applying them to real-world scenarios.
  • Regular Review: Set aside time each day to review your notes and key concepts to keep them fresh in your mind, much like how a PR professional would stay current with the latest industry trends and media landscapes.

5. Seek Help Early

  • Use Office Hours: Don’t hesitate to use the instructor’s office hours or seek help from teaching assistants. In a mini-mester, it’s crucial to address misunderstandings as soon as possible. Similarly, in public relations, early feedback can help refine strategies and improve outcomes.
  • Study Groups: Consider forming or joining a study group. Discussing the material with peers can provide new insights and reinforce your learning, akin to brainstorming sessions in a PR agency.
Image Credit: Alteryx.com

6. Take Care of Yourself

  • Balance Your Load: Be realistic about what you can handle. Taking a mini-mester course might mean needing to lighten your workload elsewhere or adjust your work commitments, similar to how PR professionals manage their workloads to avoid burnout.
  • Rest and Recharge: Ensure you get enough rest; sleep is crucial for memory and learning. Also, give yourself short breaks during study sessions to recharge, much like the strategic pauses in PR to assess campaign effectiveness.

7. Use Technology Wisely

  • Educational Tools: Utilize educational tools and apps that can help you organize your notes, manage your time, and review course material effectively. For PR students, this mirrors the industry’s use of tools for media monitoring and campaign analysis.
  • Digital Communication: Stay in touch with your classmates and instructor through digital platforms. Quick communication can be vital for clarifying assignments and coordinating with study groups, just as it is essential in maintaining client and team communications in PR.

8. Adapt Your Learning Style

  • Find What Works: Some find that visual aids like charts and graphs help, while others prefer reading and summarizing. Find what works best for you in this condensed format. In PR, professionals often have to adapt their communication styles to different audiences and media platforms.
  • Be Flexible: Be prepared to adapt your learning style to meet the demands of the course. Flexibility can help you absorb more information more quickly, a necessary skill in public relations where strategies often need to be pivoted with little notice.

9. Engage with the Course Material Before Classes Start

  • Prep Work: If possible, try to get a copy of the syllabus and start reviewing the first few chapters of the textbook before the course begins. This proactive approach is much like how a PR professional prepares for a campaign launch.
  • Familiarize Yourself: Understanding the course layout and expectations beforehand can give you a significant head start, similar to how PR professionals research and plan before initiating contact with the media or the public.

10. Reflect on Your Progress

  • Keep a Learning Journal: Regularly write down what you’ve learned, questions you have, and key takeaways. (TIP: Handwriting your notes can help you retain the information better and for a longer period than typing your notes.) This can enhance your learning and provide a valuable resource for review, similar to reflective practices in PR that help professionals learn from each campaign.
  • Adjust as Needed: Be prepared to adjust your strategies based on what is and isn’t working. Regular reflection can help you optimize your approach to the course, just as continual evaluation and adjustment are critical in successful public relations campaigns.

Conclusion

Mini-mester courses are challenging, and they offer a unique opportunity to accelerate your learning. By staying organized, managing your time effectively and staying engaged with the material, you can not only survive but thrive in this accelerated learning environment. Remember, it’s a sprint, not a marathon, and with the right strategies, you’ll cross the finish line successfully, much like how a well-executed PR campaign leads to success.

What other tips do you have for success in a mini-mester course?

Signature Block: Barbara is Listening

NOTES

The framework of this article was inspired by ChatGPT.

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10½ Ways to Learn the Most in a Virtual Training Session

Even though most of us are beginning to return to the office now, virtual training sessions will continue in many organizations. Here are 10½ ways to help you get the most from a virtual training session.

  1. Book time on your online calendar so that others in your organization will know you are unavailable during the training time. PRO TIP: Add in an extra 15 minutes after the class for your own reflection and wrap-up notes on the training.
  2. Let others in your home or office (ones who don’t have access to your calendar or who you know won’t bother to check your calendar) know that you will be unavailable. PRO TIP: I like to put a sign on my office door letting people know I am in training and when I will be done.
  3. Minimize your distractions. PRO TIPS: Close all browser tabs except for the one(s) you will need during training. Turn off notifications to your computer, phone and watch — if at all possible.
  4. Hydrate! PRO TIP: Have easily accessible double the amount of water you think you might want to drink during the training time. (See Water and Learning: Does Staying Hydrated Help You Learn? for more information on hydrating is important for your brain.)
  5. Move around. Yes, I know this might sound counter-intuitive. Unless your training requires you to have fingers on the keyboard constantly, stand up and stretch often. And when there is break time, walk around your office or home, rather than staying at your computer. PRO TIP: Use a standing desk. I almost can’t recall what it’s like to work while seated all day. (See Movement and Learning for more information on how movement helps your executive brain function.)
  6. Ask questions. For most synchronous training sessions, you will have the opportunity to ask and answer questions either via chat or by voice. PRO TIP: Even if you aren’t able to ask questions live during the session, jot them down as they come to mind, as you may be able to ask them after the session.
  7. Do your prework. Pay careful attention to any emails you may receive from the trainer, as you may need to follow specific steps prior to the training session. PRO TIP: Do the prework at least a day before the session, just in case you run into any issues with software installation, etc.
  8. Show your face by turning on your webcam. For smaller virtual training sessions, your trainer may want to see your face as you are participating in the course to help determine where possible areas of confusion are. PRO TIP: Blur your background if what’s behind you might be distracting to others.
  9. Provide feedback. The best trainers will ask for feedback both during AND after the session. PRO TIP: Be candid in your feedback so that the trainer fully understands what you learned and how you felt about the training.
  10. Take handwritten notes. Research has shown that when you take handwritten notes, you paraphrase more than when you type your notes. Paraphrasing helps you retain the information longer than typing verbatim. PRO TIP: Plan ahead to have fresh pens (in multiple colors, if you’re like me) and a nice notebook handy. (See New Findings Inform the Laptop versus Longhand Note-Taking Debate for more details.)

10½. Never EVER rely on the session recording. Even if the trainer lets you know that the session is being recorded for your use after the class, technology sometimes fails. PRO TIP: Participate in the course as though there will be no recording to review afterward. You don’t want to wish you’d paid better attention during the live session. 

What other tips would you share on learning the most in a virtual training session?

I'm Listening
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Up on My Soapbox

Though I do agree that there’s no such thing as a “dumb question,” I feel the need to briefly get up on my soapbox this morning. I promise I won’t be up there too long.

Students this semester, especially but not exclusively those in my online classes, are asking questions. That’s a good thing. It means they’re engaging.

However, they are questions that would be easily answered without asking me directly if they’d do two simple things before asking:

  1. Read the information I write for them (through e-mail, on my blog and in BlackBoard/GeorgiaVIEW)
  2. Listen to what I tell them (face-to-face, or in synchronous sessions or recorded and posted either on my blog or in BlackBoard/GeorgiaVIEW)

In at least 75% of the cases (and I really am tracking it this semester), the questions that they’re asking have already been addressed. Clarification questions? I welcome those. But basic questions like “how do I know what I’m supposed to include in my blog?” Those are a horse of a different color.

There. Now I can step off my soapbox and get back to helping my students become independent learners.

(NOTE: Ever wonder where the expression “on a soapbox” came from? Wikipedia to the rescue.)

Cross-posted from my Becoming Learner Centered blog.

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My Teaching & Learning Philosophy

Warhol's Light Bulbs by zetson.Several years ago, a colleague shared with me this quotation by longshoreman and philosopher Eric Hoffer:

“In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.”

This quotation struck a chord with me. Put simply, my overarching goal in teaching is to ensure that our world has more learners than learned. I am fortunate to be in a role in life where I can have an impact on our future world leaders.

What do I expect from my students?

  • Prior to the class when we discuss them, students should be fully read on all of the chapters (or other reading assignments) and to be ready to discuss any part of the readings.
  • Students should raise questions when they are uncertain of the material we are discussing, including questions that I will have no easy (“pat”) answer for.
  • Students should make every effort to gain the most value that they can from the class. They should want to become independent learners.
  • Students should be responsible for helping to creative a positive, respectful and encouraging learning environment with their peers.
  • Students must comply with the university’s code of conduct.
  • Students should become aware of not only how what happens in the world (current events) impacts them, but also how what they do impacts the world. Campus is not a cocoon.

And what can my students expect from me?

  • Because I am aware that students learn in many different ways, I will not lecture at my students daily from behind a raised podium. Instead, I will provide instruction to them in an interactive manner, even in online courses. In a typical week, students will experience partner discussions, small group discussions, Internet scavenger hunts, and even crossword puzzles, in addition to short (less than 20 minute) lecturettes. “Death by PowerPoint” will not happen in my class.
  • I will provide them with the most current information I have available. I stay current on topics and trends in the industry.
  • I will stay abreast of current technology and apply it in the classroom whenever it adds to the learning experience. (Examples include current software, learning management systems, podcasts and blogs, to name a few.)
  • I will make every effort to help guide students through the issues that they raise, and we will seek resolution together.
  • I discuss both ethics and diversity as part of the curriculum in each course I teach.
  • I will make every effort I can to make sure that students understand the issues and concepts my courses present.
  • When I have positive feedback to share, I will share it openly in the classroom and call attention to students by name in the process. My goal in this is to enhance or maintain the students’ self-esteem, not to break it down. There are plenty of other places in the world where their self-esteem may be diminished. Constructive criticism will still be provided to students, but not by name in front of a whole class.
  • I truly adore those “lightbulb moments,” when I can see the metaphorical lightbulb go on above my students’ heads.
  • I expect for us to have fun in class. Laughter and learning go hand in hand in my book. If we are not enjoying ourselves in class, there’s something amiss.
  • And perhaps most importantly, I will listen to my students so that I can learn from them, too.

Questions? As always,

barbara_is_listening

Image Credit:
http://www.flickr.com/photos/66814335@N00/3036254720/