IU East mathematics Professor Hannah Klawa has experience teaching both on campus and online. But when asked to state her preference, she chooses online.
“While I enjoy seeing students solve problems in real time," she says, "teaching online is packed with advantages. In discussion forums, you can keep the conversation going and delve deeply into topics. Students are more inclined to speak up or ask questions if they don’t understand.”
Making “remote” feel like community
In Klawa’s classes, students get to know each another via discussion forums. “At the start of the semester my students introduce themselves. They work together and get to know each another. If they take more than one course together, they form a special bond. Relationships grow. Sometimes students meet up outside the course to talk about math or share ideas.
“So many students are balancing work, school, and raising families. They use discussion groups to talk about real-world challenges, how they fit it all in, what to do when they get discouraged. They encourage each other. Having common ground on this level is another kind of community.”
This sense of community is strengthened through the online IU East Math Club. “At one event,” says Klawa, seven faculty and 21 students got together and talked about classes, graduate school, and jobs.” And it’s not only current students and faculty who participate. “Alums and other mathematicians come and talk about how math relates to their careers. This is especially meaningful because it allows students to see how math leads to practical outcomes.”
The joy of empowering students
A growth mindset sits at the core of Klawa’s teaching. “I focus on learning, not perfection. When students make a mistake, I want to know whether it’s simply a mistake, or whether they need more help understanding the material. That’s harder to gauge online, but I enjoy that challenge. I try to phrase my points in ways that draw students out. It’s so rewarding when they say, ‘Oh, now I get it!’”
Klawa encourages students to be curious and ask questions. She tells them to think about the topics they want to explore on their own. “The physical classroom allows only so much time to explore,” she notes, “but with asynchronous learning, there’s no hard stop to discussions. Students can take all the time they need to think and make connections.”
Because people learn in different ways, Klawa keeps a variety of teaching tools handy. “Some students do well with lectures. Some prefer texts. Others do well in discussions. For those who want synchronous interaction, I offer Zoom.” Having a toolkit at the ready is important, but Klawa also recognizes that a large part of teaching online is simply about being available. “My students and I talk about math, independent study, undergraduate research, grad school, career ideas. If I don’t have the answer, I try to suggest other faculty who might.”
Math students are excited and dedicated
One of the things Klawa enjoys most about teaching online is that students are excited about math and dedicated to their program. “Our course offerings are a draw for prospective students,” she says. “I’ve had students from other universities because their programs didn’t offer specific courses. Most students who take math online really want to be there, and there is a lot of engagement.”
About Hannah Klawa
Hannah Klawa holds an M.S. and Ph.D. in mathematics from George Mason University in Fairfax, Virginia. She’s been teaching since 2016.