It starts the same way almost every time: a blank screen, a list of names, maybe a few muted cameras. You say “hello,” wait, repeat it again—still nothing. You share your slides, launch into your content, and silently wonder: Is anyone even here with me?
If you’ve taught online, you know the feeling.
But it doesn’t have to be this way.
In the SWITCH project, one of our core goals is to support educators and facilitators in turning online education from a passive experience into an engaging, participatory, and meaningful journey. Not by adding gimmicks or flashy tools—but by remembering the basics: presence, interaction, and relevance.
Because at the end of the day, teaching through a screen isn’t just about delivering content. It’s about creating connection.
- Start with People, Not Slides
Too often, we launch into sessions focused on what we have to teach. But participants—especially young people—need to feel seen before they can engage.
Try opening with a simple check-in. A short question (“How are you arriving today, in one word?”), a poll, a shared whiteboard, a silly prompt. Let people arrive as humans before they arrive as learners. Even if cameras stay off, the energy shifts when people feel included.
- Design for Participation, Not Consumption
Online learning often mimics traditional lectures—but screens make it easier to disengage. To keep attention alive, switch roles: turn participants into contributors.
Use breakout rooms. Ask for reactions. Let them vote. Co-create a mind map. Invite small group discussions and report-backs. Even one shared task can break the spell of silence.
One facilitator said, “I stopped asking myself, ‘What do I need to teach?’ and started asking, ‘What do they need to do?’” That shift is key.
- Rethink Time
Online fatigue is real. Long monologues, fast pacing, and dense content don’t translate well digitally. Break sessions into short segments. Alternate formats—presentation, discussion, solo reflection, interactive task.
And build in time for breaks. A five-minute pause with music, a stretch, or a shared video can do wonders for focus.
- Use the Tools, But Don’t Let Them Lead You
Digital platforms offer many tools: polls, quizzes, whiteboards, chats, apps. But the goal isn’t to use all of them—it’s to use the right ones for the moment.
Keep it simple. A good question in the chat can spark more interaction than a fancy plugin. And remember: people learn best when the tool disappears and the experience shines.
- Show Up Authentically
One of the most powerful things you can do as an educator online is to be real. Share your process. Admit when something isn’t working. Tell a story. Ask for feedback.
When students see you as a person—not just a voice—they’re more likely to engage as people, too.
A participant told us, “The sessions I remember most weren’t perfect—they were personal. I felt like the facilitator actually cared.”
- Create Shared Ownership
Invite participants to co-lead parts of the session. Let them host breakout rooms, bring in music, facilitate check-ins, or share personal insights. This doesn’t just lighten your load—it creates a sense of community.
One youth trainer reflected: “When I let go of control, things got more chaotic—but also more alive.”
- Close with Meaning
The end of a session is just as important as the beginning. Don’t just end with “thanks and goodbye.” Instead, offer a closing ritual: one-word reflections, shared takeaways, a short poem or quote, or even a group photo (screenshots included!).
It signals that something was shared, not just delivered.
- Reflect, Adapt, Repeat
Every group is different. What works once may not work again. That’s why the most important online teaching skill is listening. Ask for feedback. Watch the energy. Try new things. And be kind to yourself in the process.
Online education is still new terrain for many of us. Mistakes are part of the learning.
So how do you make online teaching captivating?
You treat it like any real conversation: with curiosity, flexibility, care, and creativity.
Because behind every screen is a student hoping not just to learn something—but to feel something. Connection. Confidence. Possibility.
When we design with that in mind, we go beyond slides and silence.
We teach with presence—and that’s what captivates.