Due to the COVID-19 pandemic, educators have been forced to rapidly transition away from in-person learning environments to completely online formats. Many of these educators have had little or no training and experience teaching online, contributing to stress and anxiety. To compound this problem even further, there are a multitude of online learning technologies from which to choose that can be relatively costly and require an intensive production process. In an effort to provide immediate relief to those dealing with this problem, we detail how interteaching, an empirically supported behavioral teaching technique, can be used to cultivate an interactive online learning environment in either an asynchronous or synchronous format. Specifically, we describe some best practices and provide some examples on how to generate active student responding (ASR) as well as provide pinpointed performance-based feedback. We specifically reference the relatively easy-to-use online software Kaltura, but it is hoped that our suggestions inspire others to develop and use these strategies across a variety of platforms in effort to provide evidence-based quality education during this crisis.

由于 COVID-19 大流行，教育工作者被迫从面对面的学习环境迅速过渡到完全在线的形式。这些教育工作者中的许多人很少或根本没有接受过在线教学的培训和经验，这加剧了他们的压力和焦虑。使这个问题更加复杂的是，有大量在线学习技术可供选择，这些技术成本相对较高，而且需要密集的生产过程。为了立即缓解那些处理这个问题的人，我们详细介绍了如何使用交互教学（一种经验支持的行为教学技术）以异步或同步格式培养交互式在线学习环境。具体来说，我们描述了一些最佳实践，并提供了一些有关如何生成积极的学生响应 (ASR) 以及提供基于绩效的精确反馈的示例。我们特别参考了相对易于使用的在线软件 Kaltura，但希望我们的建议能激励其他人在各种平台上开发和使用这些策略，以努力在这场危机中提供基于证据的优质教育。