In principle, online teaching follows the same structure as face-to-face teaching. However, there are differences in the methods used and the timing.

An online teaching unit can be planned according to the AVIVA scheme:

1. Arriveand get in the mood
2. Activateprior knowledge
3. Inform
4. Process
5. Evaluate

The subsections Inform(I) and Process(V) can be repeated several times in a teaching unit (see illustration).

1. arrival and familiarisation - introductory phase

Aim: Making contact, reducing inhibitions, orientation for students

• Welcome students and introduce yourself
• Explain communication rules (e.g. questions only in chat, microphones off, etc.)
• Possibly functions of the online tools explain
• Name learning objectives
• Overview of the course of the lesson

2. activate prior knowledge, introduction to the topic - introductory phase

Aim: To pick up participants at their level of knowledge and arouse interest.

• Ask about experiences/previous knowledge on the topic (e.g. Wordcloud with Mentimeter)
• Ask estimation questions (e.g. quiz with Pingo)
• Use picture as eye-catcher
• Show video (play Youtube via BBB)
• Tell a story about the topic (storytelling)

3. information/knowledge transfer - work phase

Goal: knowledge transfer

• Presentation and whiteboard (e.g. classroom screen) Combine
• Use videos to simulate processes
• Pay attention to messages (chat)
• Provide a question memory if you do not want to answer questions immediately (Pigeonhole)
• Input units no longer than 10-15 min, then process

4. processing - working phase

Goal: Apply and process the new information; transfer the new knowledge

• Group work in breakout rooms (padlet, Flinga)
• individual work
• quiz
• Discussion

5. evaluation - final phase

Objective To ensure learning success; possible evaluation of the lesson

• Repeat learning objectives
• Summarise the lesson / take-home message
• Success control (test/quiz)
• Further literature
• Evaluation (Target, Pingo)
• Outlook for the next lesson

When planning a live event, you should bear the following things in mind:

• Communicate the date in good time, preferably via Stud.Ip.(instructions).
• Set clear learning objectives and use them to develop the content and methods as well as the course of the teaching unit.
• Think about how you want to implement methods digitally.(online tools)
• Upload any preparation tasks to Stud.IP in good time.(Instructions)
• Think about emergency communication for students who do not have a microphone (e.g. a chat).
• Plan the course so that students have the opportunity to log in beforehand and resolve any problems with their configuration.

Online teaching is very different from classroom teaching.

Please note the following:

• Speak more slowly than usual, as non-verbal communication is reduced or completely absent.
• Take more breaks from speaking.
• Wait longer for a response to questions (time delay!).
• Use a headset to minimise background noise and echoes.
• Have the participants mute their microphones to minimise background noise. If necessary, you can mute participants yourself if they do not realise that their microphone is switched on.
• Discuss an etiquette with the students on how they can make themselves noticed (e.g. hand signals in the video stream, status change in the chat). If more than one person is talking, it is usually impossible to understand.
• Build more breaks into the course and ask students to step away from the screen during the break.
• Reduce the complexity.
• Create as much space as possible for participant activities (quizzes, discussions, etc.).
• Combine different media (images, videos, online tools).

A stable, good internet connection is important for live transmission. You should therefore note the following points:

• A VPN connection with the university is not necessary; this places an unnecessary load on the system.
• Make sure that other programmes on your computer are not running on the internet at the same time (e.g. Windows Update etc.).
• A LAN connection (with cable) is always more stable than a WLAN connection.
• If there are still delays, the students and, in an emergency, you should switch off the video transmission first. The event can then be continued as an audio conference.
• BigBlueButton works best via Chrome - even on Apple devices.

In the event of technical problems, you should:

• briefly inform the participants that there is a technical problem,
• ask the students about ways to solve the problem, as they have been working with the programmes for months
• and if nothing works: notify the students by email that the lessons have been cancelled.

In seminar-style courses, it can be helpful to use a second collaborative tool in addition to the video conferencing tool BigBlueButton (BBB) so that students can be actively involved in the course and at the same time enable collaboration between students.

Here is a small selection of collaborative tools:

• Padlet: Virtual Pinboard/Mindmap (guide)
• Pinup: Virtual pinboard (guide)
• Flinga: Mindmap, virtual pinboard (guide)
• Mindmeister: Mindmap
• Oncoo: Virtual map query, Placmat, Target
• Miroboard: Virtual whiteboard

Further applications can be found on the Online Tools page.

The basic version of these tools is usually free of charge and all you need to do is register with an e-mail address. Some of the programmes are available completely free of charge - such as Flinga. Students only need a link from you to participate, which you can post in the BBB chat, for example.

The programmes are usually very intuitive to use. Nevertheless, you should familiarise yourself with the tool once before the event. The rights of the participants often have to be extended in the tool settings so that they can work independently.

Welcome and introduction to the session

You will meet with the students in the video conference room (BigBlueButton). After a brief welcome, the roles for the students are defined (moderator, secretary, timekeeper, etc.). Then post the address/link from the padlet in the public chat of the BBB room.

Step 1: Clarify unknown terms

The students read the case beforehand. Therefore, clarification of unknown terms in the text is usually very quick or the students have already informed themselves in advance. Nevertheless, difficult terms should be dealt with briefly so that no misconceptions arise.

Step 2: Problem definition

The students define the problem and the secretary enters the consensus as a heading or as the centre of a mind map in Padlet.

Step 3: Brainstorming - analysing the problem

All students can enter their ideas in Padlet at the same time. This has the advantage that everyone contributes and results are immediately visible on the screen.

Step 4: Structuring and assigning ideas

The group discusses the ideas and the secretary organises the ideas in the programme. In Padlet, a mind map or even a grid is possible here.

Step 5: Formulation of learning objectives

The learning objectives are developed and assigned from the organised ideas. The mind map or grid can then be exported and uploaded to Stud.IP so that it is still available to everyone. (see example)

Example of a POL session with Padlet

Step 6: Self-study

Step 7: Presentation of results and discussion

Students should definitely try before the session whether they can switch on their screen in the BBB room to give a presentation. If this is not possible, there is the option of uploading a PDF version to BBB and then presenting it. During discussions, it is advisable to switch on the cameras to facilitate communication. For example, students can speak up when they have a contribution.

The sessions held in this way so far have been rated as good by the students.