I have begun the process of downloading the blog posts here prepatory for the book to come. This will take some time as I have only early thoughts on the purpose and theme of this book. There are many, many scholarly studies of online teaching. There are many techniques I have not used. Some of these are not considered because they suit different disciplines than mine, History. Some I have not used because I am a contract instructor and do not have full access to funding. Many of these require live online attendance and I do not like sessions in an online course that require students to login at a specific date and time. The other day, the library held a live seminar for my current course, teaching non-Humanities students how to distinguish scholarly from non-scholarly sources and how to find sources online in the library system. There are 95 students in the class, but only 4 logged in live for the session – and two of them did not stay for the whole 45 minutes. I posted a pdf of the slides and a link to the recording, but do not know how many availed themselves of this tool.
This brings me to the underlying point here. The questions asked by some students indicate they do not always (often?) read instructions or read the announcements, both text and video I post giving them more perspective on issues and assignments.
This is true of face to face instruction as well though. You can make a point clearly and with some repetition in class, and someone will come up to you a day or week or even after that very class and ask you a question that shows they slept through your talk.
I hope mostly that students will remember the importance of evidence when thinking.