Guidelines for Successful Online Teaching

Guideline: The online teachers should log in to the Canvas course each day that their learners do. The average number is four days a week.

Being present in the online course establishes teacher presence, which encourages learner participation and increases learner satisfaction. Seeing a teacher in the online course also motivates learners to take responsibility for their own learning.

Guideline: Online teachers provide at least one meaningful update to learners at the beginning of each week. This update is typically shared through a Canvas announcement, but teachers may also use Canvas inbox, discussion boards, or other appropriate communication tools when helpful. More announcements may be posted if needed.

These weekly announcements create instructor presence, connect learners to the lesson material, communicate expectations, and encourage learners. They also give teachers the opportunity to invite learners to prepare to learn and a place where they can emphasize the example of Jesus Christ.

Guideline: Teachers should prayerfully prepare a weekly remote gathering experience that invites learners to act in faith and participate meaningfully. Preparation should include opportunities for learners to share insights from their online study, discuss gospel principles, and bear testimony of Jesus Christ.

When preparing, teachers should review the approved curriculum and consider learners’ needs, circumstances, and questions. Lessons typically do not exceed 50 minutes. They should be Christ-centered, interactive, and grounded in gospel truths that lead to conversion. Teachers should also plan ways to invite learners to apply what they learn during the week.

Guideline: There are two types of Canvas discussion boards used in the online S&I course.

• Required Discussions—A discussion board that is an assignment with points. Teachers should read learner posts and reply with questions, prompts, clarifications, and encouragement. Teachers can write their own posts. Teachers should ask learners to look at and reply to each other’s posts as appropriate. Teachers’ responses should be given promptly. Teachers should post three or more posts per discussion board.

• Optional Discussions—No one is required to post to the discussion board. However, if a learner does write a post, the teacher should read it and respond with questions, prompts, clarifications, and encouragement. Teachers’ responses should be given promptly.

Reading and responding to discussion posts can help teachers learn the circumstances, needs, and strengths of the learners while establishing teacher presence in the online experience. Among other things, discussions also give an opportunity for teachers and learners to share their feelings, experiences, and testimonies.

Guideline: Teachers should grade Canvas activities as soon as possible and should grade all activities within two days of their due date. Enter grades into WISE as soon as possible.

Promptly grading activities builds trust with the learner. It shows that the teacher is present and active in the course. Furthermore, when learners know the teacher will review their work, it prompts them to take responsibility for their learning.

Guideline: This guideline applies to online seminary and online institute teachers. BYU-Pathway missionary teachers do not track attendance in WISE.

• Online Institute—Track attendance of the weekly gathering. Consider recording attendance in WISE at the beginning of the gathering or directly after it ends.

• Online Seminary—Record one WISE attendance day for each graded Canvas activity and for the weekly gathering. Enter attendance at least weekly; daily is preferred for accuracy.

Attendance is not only a requirement for receiving class credit, but tracking it is also part of getting to know learners’ names and who they are. As teachers observe patterns of attendance, they will better understand the circumstances, needs, and strengths of their learners.

Guideline: While resolving questions may take longer, initially respond to learner questions within 24 hours. Learners may reach you in the Canvas Inbox, an announcement, a discussion board, or an email.

Timely teacher responses reinforce the principle of creating a safe environment where all are respected and know their contributions are valued. Responses can also provide an opportunity for a teacher to appropriately express love for the learner.

Guideline: Teachers should seek to know learners individually by reaching out to them in ways that build relationships of trust and meaningful connection. Some may need additional support, such as those who miss assignments, struggle with participation, or express personal concerns. Contact can be made through Canvas Inbox, email, or other approved communication methods.

These interactions should be caring and personalized, reflecting the Savior’s example of ministering “one by one.” Teachers should listen and encourage learners and, when appropriate, share testimony and invite them to seek the Lord’s help and counsel with their family or priesthood leaders for additional support. This practice helps create a safe, supportive, and loving learning environment that fosters belonging and supports spiritual growth.

(Online Seminary Only) In accordance with the stake teacher policy manual, online seminary teachers may communicate electronically with students under the direction of priesthood leaders and parents.

Guideline: At least one Canvas assignmentper learner gets well-written and personalfeedback from the teacher each week.

When teachers give well-written andpersonal feedback, it provides anopportunity for them to respond tospiritual impressions about learner needsthat they discerned from the activity. It alsoprovides an opportunity to invite thelearner to recognize and act on personalrevelation and live what they are learning.