Identifying Effective Online Teaching Practices and Their Relationship to LMS Tools for Asynchronous/Synchronous Communication

 

Effective online teaching requires intentional design, inclusive communication strategies, and thoughtful integration of both synchronous and asynchronous tools. Through the course materials, class activities, and reflections from EDST 3510, I’ve identified key practices that enhance teaching effectiveness in online environments using Learning Management Systems (LMS).

Building Community and Communication

One of the strongest practices highlighted in our Week 9 class discussion was the use of discussion forums, group assignments, and synchronous check-ins to build community. Online community isn’t naturally formed, it must be purposefully designed, and LMS tools like forums, breakout rooms (e.g., in Zoom or MS Teams), and group chat threads help facilitate these spaces.

For example, our Week 9 class emphasized that asynchronous tools like LMS discussion boards allow students to contribute at their own pace, promoting equitable participation and reflection. At the same time, synchronous tools such as Zoom breakout rooms foster immediate interaction, supporting relationship-building and social presence (Gunawardena et al., 2018).

Week 9 Google Doc 

Feedback and Emotional Presence

Nyanjom and Naylor (2020) describe emotional presence in online teaching as essential for student motivation and engagement. In our Week 5 reading, emphasis was placed on timely feedback, tone of voice in written announcements, and being visibly present during live sessions (EDST 3510, Week 5 Slides). LMS tools such as personalized feedback comments, video responses, and scheduled check-in posts help build trust and care.

For example, I saw how using LMS features like announcements not only supported information delivery but also served as an emotional touchpoint, reinforcing student-instructor connection. These align with Nyanjom and Naylor’s (2020) point that “caring practices create space for meaningful interactions.”

Inclusive Practices and Flexibility

Ke and Chávez (2013) and Dell et al. (2015) both advocate for flexible, accessible learning environments. Our course activities reinforced this by encouraging the use of multiple modes of content delivery—PDFs, short videos, audio summaries—so students can choose what best suits them.

In the Week 5 document, we explored the idea of universal design by including short micro-learning videos within the LMS, promoting self-paced and inclusive engagement. These asynchronous tools offer flexibility and can be re-accessed anytime, supporting students with different schedules or learning needs (Chang & Liu, 2015).

Week 5 Google Doc 


Conclusion

Effective online teaching is dynamic and relational. It blends the structure and accessibility of asynchronous LMS tools with the immediacy and empathy of synchronous communication. The insights gained from EDST 3510 have not only deepened my understanding of these tools but have also prepared me to apply them with intention and care in future educational settings.

References

Chang, C.-C., & Liu, E. Z.-F. (2015). Learning on the go: Examining the use of mobile technologies in online learning environments. The International Review of Research in Open and Distributed Learning, 16(4), 1–15.

Dell, C. A., Dell, T. F., & Blackwell, T. H. (2015). Applying Universal Design for Learning in online courses: Pedagogical and practical considerations. The Journal of Educators Online, 12(2), 166–192.

Gunawardena, C. N., Frechette, C., & Layne, M. (2018). Culturally inclusive instructional design for online learning. Routledge.

Ke, F., & Chávez, A. F. (2013). Web-based teaching for engaged learning. SAGE Open, 3(2), 1–14.

Nyanjom, J., & Naylor, S. M. (2020). Online teaching as embodied care: Caring for the body in online learning. Distance Education, 41(4), 512–529.

Paulus, T. M., Horvitz, B., & Shi, M. (2010). "Isn't it just like our situation?": Engagement and learning in an online story-based environment. International Journal of Web-Based Learning and Teaching Technologies, 5(4), 1–16.

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