Online teaching – Why and how to do it

Jasmina Lazendic-Galloway, Elizabeth Angstmann, Petr Lebedev

Research output: Contribution to journalArticleOther


The COVID-19 pandemic has forced many people to adapt quickly to teaching online. However, there has been increasing interest in online teaching over the past decade. This article summarises a workshop held by the AIP PEG group at the Australian Conference on Science and Mathematics education in October 2019. Online delivery offers several advantages to students: it’s flexible so students can fit it around busy lives and can learn from anywhere; students can move at their own pace through material, spending longer on difficult topics and less time on topics they have a good understanding of. Some of the problems with online teaching are how to keep students engaged due to lack of physical interaction or scheduled activities (in case of asynchronous learning). One way to combat this is to contextualise material to ensure that students see its relevance to their lives and/or careers. The workshop covered an online Massive Open Online Course (MOOC) delivered by Jasmina at Monash, an online degree to teach physics to science teachers delivered by Liz at UNSW and a useful set of guidelines for creating effective, engaging videos put together by Petr from the SUPER group at the University of Sydney.

Original languageEnglish
Pages (from-to)14-18
Number of pages5
JournalAustralian Physics
Issue number3
Publication statusPublished - 1 Jun 2020


  • online Learning
  • physics education

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