Shifting online: 12 tips for online teaching derived from contemporary educational psychology research

Background As a result of the COVID-19 pandemic, many teachers found themselves making a rapid and often challenging shift from in-person classroom teaching to teaching in an online environment. As teachers continue to learn about working in this new environment, research in cognitive and learning sciences, specifically findings from cognitive load theory and related areas, can provide meaningful strategies for teaching in this 'new normal'. Objectives This paper describes 12 tips derived from contemporary research in educational psychology, focusing particularly on empirically supported strategies that teachers may apply in their online classroom to ensure that learning is optimized. Implications for Practice These strategies are generalizable across age groups and learning areas, and are categorized into one of two themes: approaches to optimize the design of online learning materials, and instructional strategies to support student learning. A discussion follows, outlining how teachers may apply these strategies in different contexts, with a brief overview of emerging efforts that aim to bridge cognitive load theory and self-regulated learning research.

Automated summary

This paper presents 12 tips for online teaching based on contemporary research in educational psychology, specifically focusing on empirically supported strategies. The tips can be applied by teachers to optimize learning in online classrooms, regardless of age groups or subjects. The strategies are categorized into two themes: optimizing online learning materials design and implementing instructional strategies to support student learning. The discussion provides guidance on how teachers can apply these strategies in different contexts, along with an overview of emerging efforts to integrate cognitive load theory and self-regulated learning research.