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.