Sparking Engagement from the Start: Building Motivation Early in Online Courses

 

Starting an online course can feel like walking into a room full of strangers who already know each other. For students—especially adult learners juggling work, family, and other responsibilities—those first impressions matter a lot. The way we welcome them into the learning space can spark motivation that lasts or lead to early disengagement.

 

So, how can we ensure our online classrooms feel inviting and energizing from the start?

 

Here are a few strategies we’ve found especially helpful:

• Share a short welcome video that introduces us and sets a warm, inclusive tone for the course.
• Use a low-stakes, personal icebreaker activity. Invite students to post a photo, story, or reflection that helps us get to know them as individuals.
• Make course goals clear and relevant. When students understand how the content relates to their lives, careers, or goals, their engagement naturally increases.

 

Offering choices in assignments also supports motivation. When adult learners can select topics that resonate with their experiences, they’re more likely to take ownership of their learning.

 

These small design decisions can make a significant difference in whether students feel like they’re merely completing tasks or genuinely participating in a meaningful learning journey.

 

What are some ways you create a motivating first week in your online course? We invite you to share your experiences in our “Conversations on Online Teaching and Learning” forum.

 

Further Reading

For more strategies and practical guidance on online teaching and learning, explore our books:

 

·      Motivating and Retaining Online Students: Research-Based Strategies That Work (2014) - Discover evidence-based practices to keep online learners engaged and committed throughout their learning journey.

·      Managing Online Instructor Workload: Strategies for Finding Balance and Success (2011) - Learn how to design, deliver, and manage online courses effectively, while maintaining work-life balance as an instructor.

·      Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners (2010) - Explore practical ways to foster connection, engagement, and support in online learning environments.

 

Do you have ideas, reflections, or questions? We invite you to share them in the “Conversations on Online Teaching and Learning” forum, moderated by Simone Conceição and Rosemary Lehman.

 

 

Teaching Online Without Losing Balance: Boundaries That Help

 

Online teaching can blur the lines between work and personal life. Without clear boundaries, faculty may respond to emails at all hours, review assignments late into the night, and feel overwhelmed. Conceição and Lehman (2011) highlight the importance of structured time management and boundary setting to protect well-being and performance.

 

Begin by defining your availability. Let students know your communication policy—for example, reply within 24 hours on weekdays or no responses after 6 PM. Communicate these expectations in your syllabus, orientation video, and weekly announcements.

 

Block your calendar for recurring tasks. Schedule time for grading, responding to messages, and planning content. Time-blocking helps prevent tasks from spilling into personal time and keeps you on track with weekly responsibilities.

 

Batch tasks wherever possible. Set aside periods to review discussion boards, grade assignments, or prep materials. Avoid multitasking, as it decreases efficiency and increases fatigue.

 

Finally, remember to schedule breaks. Teaching online doesn’t mean being online 24/7. Make time for walks, meals, and time away from the screen to maintain energy and focus.

 

Faculty Tip: You model balance for your students. Protect your time and set the example for healthy academic engagement.

 

Reference

Conceição, S. C., & Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. Jossey-Bass. 

 

Efficient Grading: Feedback That Counts Without the Crunch

 

Grading is often one of the most time-consuming aspects of teaching online. However, with a few strategic shifts, faculty can maintain high-quality feedback while easing the grading burden. Conceição and Lehman (2011) recommend structured feedback processes that save time without compromising student learning.

 

Start by developing detailed rubrics for each assignment. Rubrics help students understand expectations and allow faculty to grade more quickly and consistently. They also reduce the number of questions about grades and provide a foundation for meaningful feedback.

 

Another helpful tactic is to build a feedback bank. This collection of frequently used comments for common errors or strengths can be copied and customized. Faculty can use these for written, audio, or even video feedback. Video or voice comments often take less time than written responses and feel more personal to students.

 

Faculty should also consider the weight and importance of different assessments. Not every assignment needs extensive feedback. For smaller tasks, a simple checklist or brief comment may suffice. Save in-depth feedback for major assignments where students can apply the guidance for future growth.

 

Faculty Tip: Grade smarter, not harder. Use rubrics, reusable comments, and targeted feedback to streamline your process.

 

 

Reference

 

Conceição, S. C., & Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. Jossey-Bass. 

Be Present, Not Overwhelmed: Communication Strategies That Work

Staying connected with students is critical to their motivation and retention. However, constant communication can become overwhelming for faculty if not managed strategically. Conceição and Lehman (2011) encourage faculty to think of presence as a blend of automation, routine, and personalization.

 

Start by establishing communication expectations early. Create a communication plan that outlines when students can expect responses, where to post questions, and how announcements will be shared. This avoids daily surprises and repeated questions. Faculty can then stick to scheduled windows for checking emails or discussion boards, rather than being pulled into constant interruptions.

 

Use automated communication tools whenever possible. Most LMS platforms allow faculty to schedule weekly announcements, assignment reminders, or personalized feedback releases. These tools help maintain consistent contact with students without daily effort.

 

Creating a bank of reusable responses to common student questions also saves time. This can include templates for syllabus questions, tech support issues, or assignment clarifications. For more individualized support, faculty can schedule short virtual office hours or use audio/video messages to communicate more efficiently.

 

Faculty Tip: Use technology to support your presence, not replace it. Scheduled and thoughtful messages can go a long way in building trust and reducing your daily communication load.

 

 

Reference

Conceição, S. C., & Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. Jossey-Bass. 

Design Smart, Not Hard: Course Structure That Saves Time

 

One of the best ways for faculty to manage their workload in online teaching is through intentional course design. In Managing Online Instructor Workload: Strategies for Finding Balance and Success, Conceição and Lehman (2011) emphasize that clearly structured and well-organized courses reduce students' confusion and significantly cut down on time spent clarifying expectations.

 

A modular course format is key. Students know what to expect when you structure each week or module with a consistent rhythm, such as an overview, a reading, a discussion, and an assignment. This predictability means fewer emails, fewer late submissions, and fewer grading errors. It also helps students build autonomy, which supports retention and reduces reliance on faculty for routine guidance.

 

Automation is another smart design element. Learning management systems (LMS) offer tools to pre-schedule announcements, release content by date, and automate reminders. This allows instructors to frontload effort at the beginning of the semester rather than scrambling weekly. Creating templates for assignments and discussion prompts also saves time and improves your course professionally.

 

Faculty should also consider reusability when designing. Use content that can serve multiple terms or can be updated easily. For example, recording short videos that explain core concepts can be reused with minor edits, and templates for syllabi, rubrics, and grading feedback can streamline preparation.

 

Faculty Tip: Design with the future in mind. A course that runs smoothly now will run even more efficiently in subsequent semesters.

 

Reference

Conceição, S. C., & Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. Jossey-Bass.