Teaching Tired: Designing Courses When Everyone Is Busy

 

By Anita Samuel

There’s a kind of exhaustion that seems to have become part of education.

Students are tired. Instructors are tired. Everyone is juggling multiple responsibilities, shifting priorities, overflowing inboxes, and calendars packed with commitments. Whether we’re teaching online, in person, or somewhere in between, many of us are trying to do more with less time and energy.

The challenge is that learning still requires attention, effort, and engagement.

So how do we design meaningful learning experiences when everyone feels stretched thin?

First, we need to acknowledge reality.

Our students aren’t just students. Many are working full-time jobs, caring for children or family members, serving in the military, managing health concerns, or balancing several courses at once. At the same time, instructors are managing teaching, research, service commitments, meetings, grading, and countless administrative tasks.

Nobody is entering the classroom with a full tank.

More Isn’t Always Better

When we see students struggling, our instinct is often to provide more.

More readings. More resources. More announcements. More discussion prompts. More reminders.

But sometimes more isn’t support—it’s overload.

Every additional article, video, app, or assignment requires attention and decision-making. When learners are already mentally exhausted, too many options can make it harder to focus on what matters most.

The same is true for instructors. Every new activity we create, every discussion board we monitor, and every tool we add to a course creates more work to manage later.

Sometimes the most supportive thing we can do is simplify.

Focus on What Matters Most

Not everything in a course carries the same weight.

If students only remember three or four key ideas from a unit, what should those ideas be?

When we identify the most important learning outcomes, we can design activities that reinforce those priorities instead of trying to cover everything.

This doesn’t mean lowering standards. It means being intentional about where we ask students to spend their time and energy.

Small Changes Can Reduce Friction

Sometimes cognitive overload comes from the course design itself.

Students spend time searching for assignments, figuring out instructions, or navigating multiple platforms. Instructors spend time answering the same questions repeatedly.

A few simple design choices can help:

o   Use consistent module structures throughout the course.

o   Keep instructions short and clear.

o   Place important information in predictable locations.

o   Reduce unnecessary clicks and navigation.

Use fewer tools, but use them well.

When students spend less energy figuring out the course, they have more energy available for learning.

Build in Recovery Time

We often talk about productivity, but we rarely talk about recovery.

Learning requires mental effort. Reflection, discussion, and problem-solving all take cognitive energy. If every activity demands maximum effort, students eventually disengage.

Consider balancing intensive assignments with lighter activities such as reflections, self-check quizzes, or brief discussions. Small moments of success can help learners maintain momentum.

The same principle applies to instructors. Not every activity needs detailed feedback. Not every discussion requires instructor responses to every post. Sustainable teaching matters too.

Give Yourself Permission to Simplify

Many educators feel pressure to create the perfect course.

The perfect video. The perfect discussion. The perfect assignment.

But perfection is exhausting.

Students rarely remember the beautifully formatted announcement or the extra resource buried in Week Seven. They remember feeling supported. They remember clear expectations. They remember courses that respected their time and helped them learn.

What Can We Do?

Here are a few ideas:

o   Prioritize the most important learning outcomes.

o   Reduce unnecessary content and activities.

o   Create consistent course structures.

o   Give clear, concise instructions.

o   Balance challenging work with opportunities for reflection.

o   Design courses that are sustainable for both students and instructors.

The goal isn’t to make learning easy.

The goal is to make learning possible.

Because when everyone is tired, thoughtful course design isn’t just a convenience—it’s an act of care.

 

When More Resources Become a Barrier

 

By Anita Samuel

As educators, we want to help.

When students struggle with a concept, our instinct is often to provide more support. We add an extra article. Share another video. Post additional resources. Create a list of optional readings. Before long, our course is packed with content.

The intention is good.

But sometimes, all that support creates a new problem.

Too much information can make learning harder.

The Resource Trap

We've all seen it.

A course module contains:

· Three required readings.
· Four optional articles.
· Two videos.
· A podcast.
· Several website links.
· Additional supplemental resources "just in case."

As instructors, we see opportunity.

As students, they often see overwhelm.

When learners open a module and encounter a long list of materials, many don't know where to start. They begin wondering:

What is actually required?
What is most important?
Will I be tested on all of this?
Do I need to read everything?

Instead of focusing on learning, they spend energy trying to sort through the information.

More Choices, More Decisions

Every resource we add creates another decision for students to make.

Should I read this?
Can I skip it?
Is this important?
Do I have time for it?

Those decisions require mental effort.

By the time students reach the actual learning activity, some of their cognitive energy has already been spent navigating the course.

What feels like support can quickly become cognitive clutter.

Coverage Isn't Learning

Many of us were trained to think that more content equals better learning.

But learning isn't measured by how much information we provide.

It's measured by what students understand, remember, and can apply.

Students rarely benefit from being exposed to everything.

They benefit from engaging deeply with the most important things.

A carefully selected article that sparks discussion may be more valuable than five articles that students skim because they're overwhelmed.

The same applies to videos, podcasts, and websites.

Curating is often more powerful than collecting.

The Hidden Message We Send

When courses are overloaded with resources, students can begin to feel like they're always behind.

Even highly motivated learners may look at a long list of materials and think, "There's no way I can get through all of this."

That feeling can create anxiety and reduce motivation.

Ironically, the very resources intended to support learning can become a source of stress.

Focus on Essential Learning

One helpful question to ask is:

"If students only engage with three things this week, what should those three things be?"

That question forces us to identify what matters most.

Once the essentials are clear, supplemental materials can still exist—but they should be clearly labeled as optional enrichment rather than hidden among required content.

Students appreciate knowing where to focus their attention.

A Few Ways to Reduce Resource Overload

· Clearly distinguish required materials from optional resources.
· Prioritize quality over quantity.
· Remove outdated or rarely used resources.
· Provide a brief explanation for why a resource matters.
· Limit duplicate content that covers the same ideas.
· Review your course each semester and ask, "Do students really need this?"

Sometimes the best resource is the one you choose not to include.

Less Can Lead to More

This doesn't mean simplifying learning or lowering expectations.

It means being intentional.

Our job isn't to give students every possible resource on a topic. Our job is to help them focus on the resources that matter most.

Because when students are drowning in information, adding another article isn't always the answer.

Sometimes the most supportive thing we can do is clear away the clutter and create space for learning.

 

The Course Audit: Looking at Your Class Through Student Eyes

 

By Anita Samuel

Most of us spend a lot of time building our courses.

We carefully choose readings, create assignments, record lectures, and organize content. We know where everything is because we put it there. The problem is that our students don't experience the course the same way we do.

What seems obvious to us may feel confusing to them.

That's why every course can benefit from a simple exercise: a course audit.

A course audit is exactly what it sounds like. It's taking a step back and reviewing your course from the perspective of a student. Not as the instructor who designed it, but as someone entering the course for the first time.

The results can be surprisingly eye-opening.

Start with the First Five Minutes

Imagine you're a student opening the course for the first time.

What do you see?

Can you immediately find:
· The syllabus?
· Your contact information?
· The first assignment?
· Instructions on how to get started?

If students have to hunt for these basics, frustration starts before learning even begins.

The first few minutes in a course set the tone. Clear navigation and welcoming guidance can reduce anxiety and help students feel confident from day one.

Follow the Student Path

Choose a typical task and walk through it yourself.

For example:

"Find this week's reading."
"Submit an assignment."
"Locate feedback from the previous activity."

Count the clicks.

Notice where you hesitate.

Pay attention to instructions that seem unclear or assumptions that students are expected to understand.

If you find yourself stopping to figure something out, your students probably are too.

Look for Cognitive Clutter

Sometimes the biggest barriers aren't academic—they're organizational.

Too many announcements.
Too many menu items.
Too many links.
Too many documents.

When students open a course and are immediately faced with a wall of information, it can be difficult to know where to begin.

Ask yourself:

· What is essential?
· What can be simplified?
· What can be combined?
· What can be removed?

A cleaner course often creates a better learning experience.

Check for Consistency

One of the easiest ways to reduce confusion is consistency.

·      Do all modules follow the same structure?

·      Are assignments located in the same place each week?

·      Do discussions, readings, and activities follow a predictable pattern?

Students spend less energy figuring out where things are when they know what to expect.

Consistency creates confidence.

Review Accessibility and Inclusion

A course audit is also a good opportunity to ask:

· Are documents accessible?
· Are videos captioned?
· Can students access materials on different devices?
· Are examples and resources inclusive of different perspectives?

Small improvements in accessibility can have a significant impact on student success.

Ask Students

Perhaps the most valuable auditors are the students themselves.

A quick mid-semester survey can reveal challenges that aren't visible from the instructor side.

Ask questions such as:

· What part of the course is easiest to navigate?
· What feels confusing?
· What helps you learn?
· What gets in the way?

Students often identify issues we never noticed because we've become too familiar with our own course design.

A Few Things to Audit This Semester

· Navigation and course organization.
· Assignment instructions.
· Accessibility features.
· Number of clicks required to complete common tasks.
· Consistency across modules.
· Student feedback and suggestions.

The goal of a course audit isn't perfection.

It's perspective.

When we stop looking at our courses through instructor eyes and start looking through student eyes, we often discover small changes that make a big difference.

Because sometimes the best way to improve learning isn't adding something new.

It's removing the obstacles that were there all along.

 

Feedback That Connects: Turning Comments Into Conversations

 

 

By Anita Samuel

 

Feedback is supposed to help students grow. But too often, it feels like a one-way street — we write, they read (maybe), and the exchange ends there.

 

Whether it’s a note in the margins of a paper, a comment on a discussion post, or a quick chat after class, feedback should do more than correct. It should connect.

 

When feedback feels personal and conversational, students see it as part of the learning process, not just a grade justification. Online or in person, this means shifting from “Here’s what you did wrong” to “Here’s where you’re headed — and how I can help you get there.”

 

A few ways to make that happen:

• Respond like a collaborator, not a critic. Instead of “You didn’t explain this clearly,” try “Tell me more about what you meant here — this idea has potential.”
• Keep the door open. Invite replies. A quick “Do you agree?” or “What do you think?” turns feedback into a dialogue.
• Mix your modes. Written comments are great, but short voice notes or quick video messages can convey tone and care more naturally.
• Follow up. Reference earlier feedback in later conversations. It shows you’re paying attention and invested in their growth.

 

When feedback becomes a conversation, it builds trust. It helps students feel seen, not judged. And it reminds both sides that learning isn’t about perfection — it’s about progress, together.

Accessibility Is More Than Captions: Making Learning Spaces Work for Everyone

 

 

By Anita Samuel

 

When we hear the word accessibility, many of us think of captions on videos or ramps outside buildings. Those things matter—but accessibility in learning spaces goes much deeper than that. It’s about creating environments where all students can engage fully, without needing to ask for extra help just to participate.

 

Too often, accessibility is treated as an add-on—something to fix after the course is built. But when we design with accessibility in mind from the start, we’re not just helping a few students; we’re improving learning for everyone.

 

Think about your slides, classroom setup, or learning platform.

• In-person, are your visuals easy to read from every seat? Can students with mobility needs move freely through the room or join group work easily? Are you using the microphone every time you speak, even if you think your voice “carries”?
• Online, can your materials be navigated by screen readers? Are key instructions embedded in images instead of text? Do you provide transcripts or summaries for audio content so students can learn in different ways?

 

Accessibility isn’t just about visible disabilities. Some students might have sensory sensitivities, ADHD, or anxiety. Others might be balancing caregiving, working long hours, or studying in a second language. When we give students flexibility—multiple ways to access materials and show what they know—we reduce unnecessary barriers for everyone.

 

Here are a few small shifts that create big impact:

• Use high-contrast colors and large, readable fonts.
• Provide captions, transcripts, and written summaries of class discussions.
• Offer flexible participation options: live, asynchronous, or a mix.
• Share slides and notes before class so students can prepare.
• Build in quiet moments or pauses for processing information.

 

Most importantly, ask students what helps them learn best. Their answers will often point out barriers you hadn’t noticed.

 

Accessibility isn’t a checklist—it’s a practice. It’s not about lowering standards, but about removing friction. When students feel seen, supported, and able to participate on equal footing, learning becomes more human—and that benefits us all.