Virtual Online Classroom Management

Virtual online classroom management refers to the strategies and techniques instructors use to create and maintain an effective learning environment in synchronous and asynchronous online settings. It involves replicating and adapting the skills used in a traditional classroom to a digital space (Blankman, 2025; Wolpert-Gawron, 2017). In this section we discuss the key components, the importance, challenges and tips for effective virtual online learning classroom management .

The key components of virtual online classroom management include:  

• Establishing Clear Expectations: Like a physical classroom, online instructors need to set ground rules for behavior, communication, and participation. This includes guidelines for online etiquette, deadlines, and how students should interact with each other and the instructor. Instructors are encouraged to provide students with their netiquette policies prior to the start of the semester and reinforce them during the first class session or asynchronous learning module. Instructors may find this LaGuardia Netiquette guide a helpful reference. See also Oza (2022) and Magdum (2020) for further discussion of digital etiquette in online teaching.
• Fostering Engagement: Online learning can sometimes feel isolating. Effective management involves creating opportunities for student interaction and collaboration. This can be done through discussions, group projects, breakout rooms, and the use of interactive tools (See Engagement Chapter for further discussion and strategies).  
• Maintaining Organization: Online classrooms require a structured approach to ensure smooth operation. Instructors need to organize content, provide clear instructions, and utilize technology effectively to keep students on track.  
• Addressing Disruptions: While different in nature, online classrooms can still experience disruptions. Instructors need to have strategies in place to address issues like inappropriate online behavior, technical difficulties, or lack of participation.
• Building Community: Creating a sense of belonging and encouraging positive relationships is crucial in online learning. Instructors can foster community through icebreakers, group activities, and regular communication.  

The importance of effective virtual online classroom management

Effective virtual online classroom management is essential for:

• Maximizing Learning: A well-managed online classroom minimizes distractions and creates an environment where students can focus on learning.
• Promoting Participation: When students feel supported and engaged, they are more likely to participate actively in online discussions and activities.  
• Creating a Positive Climate: A positive online learning environment fosters respect, encourages collaboration, and helps students feel comfortable asking questions and sharing ideas.  
• Supporting Student Success: By providing structure, guidance, and support, effective online classroom management helps students succeed in their online learning journey.  

Challenges of Virtual Online Classroom Management:

• Technical Difficulties: Internet connectivity issues, software glitches, and unfamiliarity with technology can disrupt online classes.  
• Maintaining Engagement: It can be challenging to keep students engaged and motivated in an online environment, especially when there are distractions at home.  
• Communication Barriers: Misunderstandings can easily occur in online communication due to the lack of visual cues and tone of voice.  
• Monitoring Participation: It can be difficult to monitor student participation and ensure everyone is actively involved in online discussions.

Tips for Effective Virtual Online Classroom Management:

• Be proactive: Set clear expectations, provide regular feedback, and address issues promptly.  
• Utilize technology effectively: Choose the right tools to facilitate communication, collaboration, and engagement.
• Create a supportive environment: Encourage interaction, provide individual support, and foster a sense of community.  
• Be flexible: Adapt your strategies as needed to meet the unique needs of your students and the online learning environment.

Read Elan Paulson’s short article “Managing Communication in Online Synchronous Classes” to learn more about communication and creating a positive learning environment. The article can be found at https://tlconestoga.ca/managing-communication-in-synchronous-classes/ 

Read Burrows and Colleagues’ chapter “Class Climate” for activities to improve class climate in asynchronous learning environments. This article can be found at https://pressbooks.middcreate.net/asynchronouscookbook/chapter/class-climate/ 

Read Andrea Banks’ article “Overcoming Disruptive Behaviors in the Virtual Classroom” to learn more. This article can be found at https://insightstobehavior.com/blog/overcoming-disruptive-behaviors-virtual-classroom/ 

Examples of Synchronous Classroom Protocol using Zoom

The examples discussed below illustrate the potential of using online collaboration tools for enhancing student engagement and streamlining classroom management. Instructors are encouraged to explore the specific features available in their institution's LMS.  Crucially, clear instructions on how to use these features effectively should be provided to students prior to the start of the semester and reinforced during the first class session.

The Raised Hand Feature

The raise hand icon can be used to manage the classroom, thus allowing students to participate in classroom discussion in an orderly manner. Students can use this feature rather than unmuting to share their thoughts. The protocol for using the raised hand icon should be reviewed by the instructor prior to meeting students. This strategy also builds awareness and mindfulness of classmates.

The Chat Feature

The chat feature allows students to communicate with the instructor as well as with classmates. This strategy also helps students learn to comment, give feedback and constructive criticism. While the chat function offers a useful means of communication, but it can be misused by students engaging in non-academic discussions. This creates distractions that detract from the learning process. Considering the other difficulties students may face in the online learning environment, minimizing distractions is crucial. The chat function should only be used for course-related communication. See Magdum (2020) for other classroom etiquette issues.

The Thumbs up Emoji Feature

The thumbs up emoji is a useful tool to gauge the classroom and increase engagement between instructor and student. It is recommended that Instructors remind students that this emoji will substitute verbal or written positive responses to a question. See Crombie (2020) to learn more about using emojis for communication purposes in online instruction.

The Whiteboard

The use of whiteboard in an online setting can promote collaborative learning amongst students. This strategy promotes on-time note taking or the practice of taking notes during a lecture, meeting, or presentation as the information is being delivered, ensuring you capture key points in real-time rather than trying to recall details later; it emphasizes actively listening and writing down important information as it happens, which helps with comprehension and retention. See Rojanarata (2020) to learn more about using whiteboard in online contexts.

There are various other zoom features, such as polling, breakout rooms, that can be used to increase student engagement and manage the virtual online classroom. See Berges, et al (2021) for a further discussion increasing engagement in the online classroom.

LaGuardia Community College & CUNY Policies

In general, all the rules associated with in-person classes apply to online classes except for technical distinctions. Considerations in this regard are outlined in this section.

Civility in Online Asynchronous and Synchronous Classes:

Students are expected to maintain civility in their interactions. Instructors retain the right to remove any abusive materials that students might post to online areas. Egregious infractions that may require the student’s removal from the course including instances of online harassment or violations of CUNY or LaGuardia’s Terms of Service (for example, surreptitious recordings made with the intent to cause grief to others) should be referred to the Department Chair and the Dean of Student Affairs.

Asynchronous: The instructor should explicitly identify what constitutes meaningful engagement with the course. This should be beyond simply logging in to the Learning Management System. Completing an initial assignment (such as an introductory post to the discussion board) or communicating directly with the instructor are appropriate means to determine compliance with Verification of Enrollment rules. Ongoing, consistent interactions on a weekly or more frequent cadence are recommended to ensure student participation.

Students are expected to maintain civility in their interactions. Instructors retain the right to remove any abusive materials that students might post to online areas. Egregious infractions that may require the student’s removal from the course including instances of online harassment or violations of CUNY or LaGuardia’s Terms of Service (for example, surreptitious recordings made with the intent to cause grief to others) should be referred to the Department Chair and the Dean of Student Affairs.

Synchronous: It is standard to require students to have cameras and microphones equipped for class. Students should be informed when a class is recorded and be given a means to opt out of such a recording if they so choose. Instructors may allow students to engage in a less bandwidth-intensive fashion if they wish, but there is an expectation that students taking an online synchronous class will be in an environment where the connection is reliable enough and the surroundings quiet and private enough to allow for both voice and visual contact (CUNY Camera Use Guidance for Online and Hybrid Courses (Revised), 2024)

If a student is being disruptive in an online synchronous classroom environment, an instructor may prevent the student from participating in the class by muting the student’s camera, microphone, and/or their ability to post to the chat. Serious infractions that could potentially require a student to be removed from the course should be reported to the Department Chair and the Dean of Student Affairs.