I took my first virtual class in high school the summer before beginning ninth grade. For the entire summer, I received frequent reminders about the importance of developing computer skills for online classes and learning how to access digital materials independently with low vision, because it was likely that I would be taking more online classes in high school and college.
Many years later, I have now been a student in over 60 online and hybrid courses between high school, undergrad, and distance learning graduate school programs. While these experiences have influenced my recommendations for must-have tech skills for online classes, I have since updated my list of recommended skills for online learning following my experience as a co-instructor for an online undergraduate class in special education technology. Here is a list of ten tech skills for online classes that every college student needs, written by a student with low vision who has taken over 60 classes that now co-teaches online classes as a PhD student.
How to use Microsoft Office or Google Workspace
The vast majority of my online classes and hybrid classes require students to use Microsoft Office or Google Workspace to access course content and assignments, including but not limited to:
- Opening lecture slides in PowerPoint or Slides, which often include narration or assignment instructions
- Completing assignments in Word or Google Docs
- Taking notes for class readings
- Completing group projects or putting together presentations
- Reading spreadsheet data
- Opening assignment instructions
Students will need to be comfortable with using Microsoft Office and/or Google Workspace with accessibility settings or relevant assistive technology— this is where learning keyboard shortcuts and practicing how to download, edit, and upload files is useful.
Most professors do not have a preference for whether students use Microsoft or Google products as long as they complete assignments and upload them on time. Since my university is a Microsoft school, I use Microsoft applications like Word and PowerPoint for my classes unless instructed otherwise.
Related links
- Secret Microsoft Office Accessibility Features I Use Every Day
- Designing Accessible Documents With Microsoft Word
- How I Access PowerPoints with Microsoft Sway
- Mainstream Educational Technology Certifications For Teachers of the Visually Impaired
- Navigating Project Task List Spreadsheets With Low Vision
- Ten Information Technology Skills Every College Student Needs
Read PDFs, web articles, and EPUBs, or request accessible materials
Many professors post additional course readings, articles, websites, or other required materials that students are expected to review for class or to complete graded assignments. I mostly access information visually using large print and screen magnification, with a secondary preference for auditory modalities like text-to-speech; I typically use text-to-speech and large print simultaneously to help with managing visual fatigue.
For my classes, I often have to access readings in the following formats:
- Online articles or blog posts, which are in HTML formats and generally support large print and/or text-to-speech
- EPUB books or journal articles published in EPUB formats
- Word documents
- Plain text files for transcripts
- PDFs
Since PDFs are generally not accessible for students with visual impairments (unless they are tagged PDFs that have been remediated for accessibility), I often have to plan how I will get alternative versions of PDF content. Strategies I use in online classes include:
- Use a tool like Paper2HTML or Anthology Ally to extract text from PDFs
- Search for the content in another format, e.g. finding the same article on the university library website
- Downloading books from Bookshare in EPUB or other responsive file formats
- Submitting PDFs to the alternate formats coordinator/Disability Services
- Using a visual assistance app/visual interpreting app to read the PDF
As a co-instructor, I strive to minimize the amount of PDFs used for course materials and instead use responsive layouts like Word documents, HTML websites, or link to readings on the university library page that offers multiple formats. The vast majority of students with visual impairments dislike having to make their own course materials accessible, so it is important that both students and instructors are aware of how to provide accessible materials in online classes.
Related links
- File Formats For Low Vision and Print Disabilities
- How I Find Research Sources In Accessible Formats
- Learning to Self-Advocate With Low Vision
- How I Read Research Sources With Assistive Technology
- Using Anthology Ally With Low Vision
Access live online classes and watch pre-recorded lectures
Synchronous online classes require students to attend live meetings using software like Zoom, Microsoft Teams, Google Meet, or similar; most of my classes for the last few years have used Zoom. Besides showing up to class on time, students will need to practice using videoconferencing apps with accessibility features or using keyboard shortcuts/assistive technology for tasks like:
- Using the chat box or typing responses
- Hand raising
- Mute/unmute mic
- Turn video on/off
- Screen sharing, including sharing participant screens and viewing the host’s screen
- Positioning webcam and microphone
- Joining and leaving a call
For asynchronous courses, instructors still typically post videos or screen recordings that students are expected to access. In these instances, learning how to play/pause/rewind a video and how to follow along with on-screen content will be helpful for taking notes or accessing course information. Some professors provide transcripts for all students to help with notetaking or following along with a video, while others require students to have approved disability accommodations to request transcripts.
Related links
- How I Take Notes During Video Lectures With Low Vision
- Recording Video Lectures For Visually Impaired Students
- How To Make Classroom Videos Easier To See
- Choosing Custom Video Backgrounds For Low Vision Audiences
Access eTextbooks and adaptive learning systems
I haven’t read a physical copy of a textbook since early high school, and exclusively use eTextbooks and digital textbooks for both my in-person and online classes. Some of my textbooks are hosted on a specific platform (e.g. VitalSource), while others are accessible digital textbooks specifically designed for students with visual impairments. Learning to access eTextbooks and plan for course readings can include the following skills:
- Requesting accessible textbooks from Disability Services
- Navigating textbook table of contents and using full-text search
- Highlighting or annotating readings
- Accessing images, tables, and other non-text content
- Reading the accessibility information for digital textbooks (some textbooks do not support text-to-speech or screen reader access)
While students can typically request alternative formats for accessible textbooks so they can use their preferred reading app, this is a bit more challenging for adaptive learning systems where students are expected to complete graded assignments like quizzes or homework. In these instances, it is helpful to meet with the professor and/or department in advance to plan for how the student will access content and if any accessibility settings need to be enabled.
Related links
- How To Request Accessible Textbooks In College
- Reading VitalSource eTextbooks With Low Vision
- Ten Questions To Ask When Buying Digital Textbooks
- Highlighting Information With Low Vision
- How I Use WebAssign With Low Vision
- ALEKS Accessibility For Visual Impairment
- MyLab Math Accessibility and Low Vision
How to navigate course websites and locate assignments
There have been several times over the years where I have missed an assignment or discussion board because I had no idea where it was, or I had trouble figuring out what I needed to do for each module. Learning how to navigate course websites on platforms like Canvas, Moodle, Blackboard, Desire2Learn, or similar learning management systems with keyboard shortcuts or accessibility features is critical for taking online classes with visual impairment. Some examples of tasks I have to perform for my classes include:
- Reading through discussion board posts and responding to prompts
- Navigating a list of hyperlinks that include readings, assignments, and quizzes
- Taking quizzes and tests online
- Checking the grade book
- Submitting assignments and confirming they are uploaded correctly/on time
- Reading course announcements, which may also be emailed
For proctored quizzes and tests, students will need to work with their professor to ensure they can use assistive technology or accessibility-related accommodations while the proctoring tools are enabled. I share more resources in my post about accessible quizzes and tests linked below.
Related links
- How I Receive Accessible Quizzes and Tests in the Classroom
- How I Use Canvas With Low Vision
- How I Use Blackboard With Low Vision
- How I Use Moodle With Low Vision
- Tips To Stay Organized In Virtual Classes
- Implementing Shared Folders For Online Classes
Use AT and accessibility settings to manage visual fatigue
For students with visual impairments in online classes/distance learning classes that spend a lot of time looking at screens, it is important to plan for visual fatigue. This can include taking breaks from screens, but it can also include using assistive technology and accessibility settings to reduce visual demands. This can include tech skills like:
- Enabling text-to-speech or a screen reader for listening to text
- Using browser zoom or screen magnification to avoid straining eyes over slightly-too-small text
- Turning on a blue light filter, dark mode, high contrast mode, or other screen filter
- Listening to readings and reading them in large print, or supplementing audio access with braille
- Using a simplified reading display to eliminate background graphics
- Accessing files with responsive layouts that support assistive technology instead of fixed layouts that can be harder to read
I didn’t start managing visual fatigue in online classes proactively until I was already in graduate school, because I figured that straining my eyes was just part of the learning experience. Now, I take a few extra minutes to make sure I am reading information at a comfortable font size (not just the smallest font size I can read) and use tools like text-to-speech or high contrast displays to reduce visual demands and my exposure to bright screens.
Related links
- Ten Ways To Reduce Eye Strain From Screens With Technology
- Disability Accommodations For Fluctuating Eyesight
- A to Z of Assistive Technology For Low Vision
- How I Listen To Textbooks With Low Vision
- Customize Microsoft Edge Accessibility For Low Vision
- Activity Ideas For Vision Breaks
Organize files for online classes
Instead of saving everything to my Downloads folder and assuming I can find it later on, another must-have category of tech skills for online classes is learning how to organize files and keeping assignments in an easy-to-locate place. This includes:
- Creating folders for each class, along with additional sub-folders if needed (e.g., folder for project with several files)
- Synchronizing files/folders with a cloud storage provider like OneDrive or Google Drive to access files on any device
- Using a consistent file naming convention, such as course name + assignment name + student ID. For example, I created a file named EDRS811_Homework3_VLewis for Homework 3 in my EDRS 811 class.
- Locating files and uploading the correct file for assignments
- Saving assignments frequently and turning on auto-save
Since I often refer back to assignments from previous classes (especially when putting together digital portfolios), having the name of the class at the beginning of the file name makes it easier for me to search for files and locate them quickly.
Related links
- How I Organize Digital Files For My Classes
- Implementing Shared Folders For Accessible Materials
- Organizing a PhD Portfolio With Microsoft Sway
Use search tools to research information
Many of the assignments for my online classes require students to do their own research online, or to search for other resources that connect to their topic. AI search tools have made this process more complicated, since many of the AI-generated summaries I encounter for topics related to assistive technology, visual impairment, and special education technology are filled with outdated or incorrect information. Learning how to use search tools and research information online is a critical component of digital literacy and media literacy, and examples of skills to practice for future success in online classes include:
- Structuring web searches to include search operators, such as:
- “Exact phrase between double quotes”
- Boolean operators, i.e AND, OR
- Filtering results for a specific website (e.g. site:veroniiiica.com)
- Searching for specific types of websites (e.g. site:edu)
- Removing AI summaries by adding -ai
- Excluding keywords, e.g. python -snake
- Searching by file type (filetype:docx)
- Search by time range using before:YYYY-MM-DD and/or after:YYYY-MM-DD (can also just include year)
- Fact-checking information on other websites
- Identifying reputable journals, blogs, news websites, or websites related to a topic of interest
- Determining if text is generated by AI or if images/videos are AI generated— this suggests information may not be fact-checked
- Using library databases
- Learning to use multiple search engines, e.g. Google Scholar, DuckDuckGo, Bing, etc.
While I avoid using GenAI (generative AI) or reading AI-generated summaries, I do use some AI search tools like Google Lens to extract text from images or to reverse-search images to locate them in a higher resolution. This can be helpful for accessing hard-to-read content or locating images for projects.
Related links
- How To Run Effective Web Searches
- How I Write Research Papers On Accessibility Topics
- How I Use Google Lens With Low Vision
- Accessing The News With Assistive Technology
- How to research assistive technology and visual impairment effectively | Your Paths to Technology
How to email professors and/or assistants
Many of my professors for online classes are not on campus at the same time as I am or are teaching remotely from another location, so dropping by office hours is not an option. Learning how to email professors and ask for help is important for both in-person and virtual classes, and can include skills like:
- Writing a concise, descriptive subject line; some instructors require students to format their subject line in a specific way
- Sending accommodations letters at the beginning of the semester
- Drafting emails requesting additional help and sharing what has already been tried
- Letting professors know about potential extensions or assignment delays (the sooner, the better)
- Scheduling emails (helpful for non-urgent communications)
- Proofreading emails for spelling errors
- Attaching screenshots or files; most instructors do not allow students to email assignments without permission because it is more challenging to add grades to the gradebook if there is no record of a submission
Another helpful skill to practice is knowing when to email the professor versus when to email the teaching assistant or co-instructor. For example, the teaching assistant can often answer questions about homework assignments or class topics, while emailing the professor may be better for things like figuring out disability accommodations or questions about grades.
Related links
Most important skill for online classes: Learn to type!
Out of everything on this list, the most important tech skills for online classes that are essential for online college classes and beyond is strong typing skills, or proficiency with an alternative input device for authoring text. This includes practicing skills like:
- Touch typing
- Proofreading text for spelling errors or punctuation errors. Adjusting verbosity settings on a screen reader, listening to text carefully, using a braille display, or reading with large print can all support this skill.
- Spelling and grammar
- Using autocorrect, text expanders, or editing tools when allowed/appropriate
- Keyboard shortcuts for applications
- Using dictation, and editing dictation output to ensure it is correct
- Tools like Ctrl + F to search the text of a page
- Basic LaTeX, if taking math classes
- Using heading levels, including ensuring that headings are structured correctly (e.g. Heading 1 is not an entire paragraph)
I prefer to use an external keyboard instead of typing on a touchscreen, but I have also practiced using my phone keyboard to send short emails or make lists without making several spelling errors. Typing is a skill I have had to practice intentionally for many years since dysgraphia makes it more challenging, but this goes a long way in helping students access online classes independently.
Related links
- Learning To Type With Low Vision
- My Most-Used Keyboard Shortcuts For Academic Writing
- Low Vision Assistive Technology For Discussion Board Posts
- How I Manage Dysgraphia In Online Classes
- How To Create An Accessible Formula Sheet
More tech skills for online classes that help students with visual impairments
- Staying organized in online classes can be challenging if students do not have a set meeting time every week. I share several ways to keep track of assignments in How I Keep Track of Assignments With Low Vision and How I Keep Track Of My Schedule With Low Vision
- Another important skill to practice for online classes is online safety— learn more in Online Safety For Visually Impaired Users: Safer Internet Day
- Taking classes as an on-campus student? Read Tips For Taking Online Classes As An On-Campus Student
- Want more posts related to online classes, virtual education, and distance learning for visually impaired students? Browse Virtual Education Archives | Veronica With Four Eyes (veroniiiica.com)
Published August 27, 2020. Updated February 2026