Usually, non-traditional students register for online courses due to situations that difficult them from attending classes in what we consider a regular schedule. These non-traditional students would be prepared for taking online classes, and have the resources necessary, such as internet access, a computer, and other necessary tools (webcams, microphone, etc.) But, as we've experienced in 2020, there may be situations that force everyone to take online courses. This puts students that take traditional courses at a disadvantage, as they may rely on resources provided on campus and may not be prepared to take these classes online. With this, it is important for TAs to be aware that students will have a hard time adapting, and some of them may not have all the resources necessary for online classes. Especially in forced situations like these, empathy is important in treating any concerns or troubles students bring up to you. Know the resources provided by your university, and ask the professor if there any other resources useful for your course specifically so that you can have them in hand when students ask questions.

Not all students are the same, as we have covered in previous chapters. It has been proven that there is an increase in student performance when they have connections to other students and working alone can be avoided (hence the rising popularity of active learning). In an online environment, it is important to simulate some aspects of face-to-face learning, such as providing a forum where students can interact with each other separately. An example seen commonly is when students create a Discord group to talk between themselves, and sometimes TAs join these groups to provide help if needed. If a forum like these is not created by the students themselves, ask your professor what online tool is most appropriate to provide students their own personal space to interact.

Another important tool are group assignments! They help students get to know their classmates, and they can help each other out if they face obstacles. Group assignments are encouraged if possible.

In the same vein of the last point, there is no harm in going the extra mile when in assignments/projects descriptions. Minimize confusion as much as you can, especially with new tools, as this will make it less intimidating (and less confusing!) for students.

We covered that connection fuels engagements, and this applies to the connection the students have with you as well. Using a webcam helps them see a person and not just a voice, and putting your personal touches on written communications helps as well.