Reflections on Online Teaching: Challenges, Adaptations, and the Future of Digital Learning

Online teaching and learning are no longer novel concepts—especially after the COVID-19 pandemic forced the world into a remote working and learning environment. That period also marked my first experience teaching an online math course at New York University School of Professional Studies. While online education is here to stay, my journey with it has been both rewarding and challenging. 

Initially, I appreciated the convenience of not having to commute to a physical classroom. However, as a math instructor, I quickly realized the difficulties of engaging students in an online setting. Mathematics is inherently procedural, and fostering discussion isn’t always as effective as seeing students’ step-by-step work to assess their understanding. Typing equations is far less intuitive than handwriting, which presented another hurdle. 

To address this, I invested in an XP-Pen, a digital drawing tablet typically used by graphic designers. This tool allowed me to annotate PowerPoint slides as I solved problems, mimicking a traditional whiteboard experience. Even after returning to in-person teaching, I continued using it, projecting my notes instead of relying on chalk or markers. 

 

My biggest surprise came when I taught my first fully asynchronous math course last summer. Skeptical at first—given the lack of live interaction—I dedicated extra effort to recording clear, detailed video explanations and made myself available via Remind for student questions. To my surprise, the course evaluations were overwhelmingly positive. Students appreciated the flexibility and found my instructional materials highly effective. 

Another key insight from recent years is the power of microlearning. Shorter, focused modules align better with cognitive load theory, preventing information overload and making learning more digestible. This approach resonates with today’s learners, who often juggle multiple responsibilities. 

Looking Ahead 

The future of online education will likely blend flexibility with intentional design—leveraging tools like digital annotation, asynchronous supports, and microlearning to enhance engagement. While I still prefer live interaction, my experiences have shown that with creativity and the right technology, meaningful learning can happen anywhere. The challenge—and opportunity—lies in adapting pedagogy to meet evolving digital landscapes while keeping student needs at the center. 

Personal Reflection: From Student Blogger to Online Educator 

Writing this post brought back memories of my early encounters with digital platforms. Over a decade ago, as a high school student at Lower East Side Prep, I maintained a Chinese-language blog for class assignments—a requirement that felt cutting-edge at the time. Revisiting those old Blogger posts today is surreal; they’re artifacts of a time when simply publishing online felt revolutionary. 

Back then, I used the same platform to share journals and even YouTube videos, never imagining that years later, I’d be leveraging far more advanced tools (like the XP-Pen and asynchronous modules) to teach math. The throughline? A willingness to experiment. Whether as a student blogger or an instructor adapting to pandemic-era teaching, the core lesson remains: technology is just a tool—its power lies in how we use it to connect, explain, and inspire.