Moving certain learning assessments to an online format created added work for students, and naturally, this was met with much resistance. For example, group presentations and small-group discussions are much more difficult in an online format and require some tweaking, which may introduce new challenges. However, when the purpose and expectations of assignments are made clear, students are more willing to put in the additional work.

Developing Online Etiquette through Balancing Rigor with Compassion

To ensure attendance, faculty can require students to turn their cameras on briefly at the beginning of class or verbally express their presence. There are also features on Blackboard, Microsoft Teams, Zoom, and other learning management systems that alert the professor when a student exits the meeting. If student knows they are being monitored in such ways, they may remain more vigilant during class.

Developing Online Etiquette through Attendance

In order to increase participation and engagement during online class, professors could make use of the raise hand and poll features, and include mandatory discussion posts both at the beginning and end of class each day to tests students' knowledge. Breakout rooms may also be used to enhance the benefits of peer-to-peer learning.

Developing Online Etiquette through Participation and Engagement

Students are advised to get themselves ready for online class as if they were going to class in-person. This means getting out of bed, changing out of pajamas, and sitting for class in a chair at a table. Digital filters or virtual backgrounds may also be used to block out students' environments and avoid potential embarrassment. 

Developing Online Etiquette through Visual Presence and Self-Presentation

- Attendance
- Participation and engagement
- Visual presence and self-presentation
- Balancing rigor with compassion

Tulane University

Roles and expectations and consequent behaviors specific to an online context.

Online Etiquette

Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2021). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738

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