Online and hybrid courses tempt instructors to provide students with ALL the resources, background information, activities and expecting students to go through each thing and absorb it all. A major pitfall is that we Expect students to consume knowledge rather than create it.
My goal is to remove some of the busy work and streamline the readings and activities in way that scaffolds precisely what I want students to learn from the interaction online or in-person. My teaching philosophy is that students should “feel” or experience something in order to learn it because it requires them to incorporate what they have read into their own lives and perceptions. They need to synthesize what is read or taught in the class with their lives outside of class. They need to mix various perspectives via readings/ assignments, communication between peers, and instructor-to-peer interactions to solidify their understanding of a particular topic. They need to demonstrate this understanding by creating a product or communicating their outcomes to a wide range of audiences — instructors are one audience but they should be also communicating with peers and the public, too.
To actually accomplish this and avoid this pitfall, I plan on building in time with the material for the students by again, reducing the number of assignments but increasing the depth. For example, instead of three readings and checking knowledge with a quiz, I plan on one reading with a structured assignment for them to process it individually, and demonstrate their understanding through discussion prompts for students to communicate with each other and broadening their perspective on an issue.