TRANSFORMING HIGHER EDUCATION THROUGH EXCEPTIONAL ONLINE LEARNING
Welcome
Introduction to Teaching Online
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Welcome! Click the tabs below for more information about the structure of this course, the authors and contributors, and what you can expect to gain from the course.
When you are ready to begin, please proceed to the 'Introduction' page.
When you are ready to begin, please proceed to the 'Introduction' page.
Welcome! This page will present you with information about the structure of this course, contributors, and what you can expect to gain from taking the course.
When you are ready to begin, please proceed to the 'Introduction' page.
When you are ready to begin, please proceed to the 'Introduction' page.
Welcome
Authors
1/4
Professor Karen Swan: Lead advisor
Karen Swan is the Stukel Distinguished Professor of Educational Leadership and Research Associate in the Center for Online Learning, Research, and Service (COLRS) at the University of Illinois Springfield. Her research focuses on media and learning in general, and on online learning in particular. Karen has been teaching online for over 15 years and her experiences have guided her work on learning effectiveness, interactivity, and the development of social presence online, on which she has published extensively. Her current work explores learning analytics and the pedagogy of massive open online courses (MOOCs). Karen was awarded the Sloan-C Award for Most Outstanding Achievement in Online Learning by an Individual in 2006.
2/4
Seb Schmoller: Reviewer
Until May 2012, Seb Schmoller served as Chief Executive of the Association for Learning Technology (ALT), the UK's leading membership organisation in the learning technology field. Prior to that, he spent 25 years working in the further education (community college) sector, initially writing and running courses for workplace trade union representatives, and eventually leading Sheffield College's successful efforts to develop online courses on a range of subjects, including 'Learning To Teach Online' (LeTTOL).
In parallel with his work for ALT, Seb has worked as an independent consultant for a wide range of clients including PA consulting, the TUC, BSI, the National College, the National Centre for Excellence in Teaching Mathematics, Becta, the Economic and Social Research Council (ESRC), JISC, and the Government of Malta. Seb is a Governor of The Sheffield College and a non-academic member of the ESRC's Peer Review College.
3/4
Professor Rhona Sharpe:
International version editor
Rhona Sharpe is Professor and Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University. She and her team run workshops, online courses, and offer consultancy for higher education institutions across the UK and internationally. She is also an Associate Lecturer for the Institute of Educational Technology at the UK Open University and a Visiting Professor at Edge Hill University. Rhona's interest in the role of technology in learning led her to direct a number of learner experience projects, which culminated in the creation of the ELESIG (Evaluation of Learners' Experiences of E-learning) community. She is a Senior Fellow of the Staff and Educational Development Association, a Fellow of the Higher Education Academy and a National Teaching Fellow.
4/4
Wilma Alexander: Accessibility advisor
Wilma Alexander is part of the Learning Services team at the University of Edinburgh, supporting the use of online tools and technologies across the University. She has a special interest in usable and accessible digital practice, tutors on usability and accessibility for the University's Master's in Digital Education, and promotes the use of online activities for inclusive teaching and learning in the context of staff development.
Learning outcomes
By the end of this course, you will be able to:
- Summarise the aims and structure of the Teaching Online programme of courses
- Distinguish the characteristics of online and blended learning, and chart their continuing and rapid evolution
- Identify and explain the four themes interwoven throughout the programme: interactivity, the Community of Inquiry (CoI) framework, blended learning and technology evolution
- Explore how these four themes are important to online learning and your context
- Plan your path through the programme according to your particular context and needs
- Create a portfolio for summarising and reflecting on your work.
Course structure
The diagram on the right explains the chronology of the course. Click on each of the sections to view a more detailed breakdown of this course.
Welcome
Introduces the contributors, the learning outcomes,
the structure and the highlights of the course.
Orientation
Activities clarifying the objectives of this course and helping you gain a feel for how the course will develop.
Course files
The course content. The target knowledge and concepts are introduced during this stage.
Closing
Summarises what you have learned and provides reference materials for further study.
Self assessment
Welcome
- Authors
- Supporting universities
- Learning outcomes
- Course structure
- Highlights
Orientation
- Introduction
- Key term search
Course files
- Unit 1: Welcome
- Unit 2: Online learning in higher education
- Unit 3: Programme themes
Closing
- Resource bank
- References
Self assessment
- Self assessment
Highlights
Course highlights include:
- Video interviews with several experts in online learning including programme Lead Advisor, Professor Karen Swan
- A mapping activity that will help you plot your own individual path through the Teaching Online programme
- Opportunities to reflect on what online learning means to you, before beginning the programme
- An overview of the 'big ideas' that run throughout Teaching Online
- A step-by-step guide to creating your own Teaching Online portfolio.
Supporting universities
The Teaching Online programme has been developed in conjunction with the following institutions:
- University of Adelaide, Australia
- Australian Catholic University, Australia
- Cardiff University, UK
- University of Exeter, UK
- Federation University Australia
- Florida Atlantic University, USA
- Griffith University, Australia
- Hong Kong University of Science
and Technology, Hong Kong - University of Hull, UK
- Massey University, New Zealand
- University of Melbourne, Australia
- Michigan State University, USA
- National University of Ireland, Galway, Ireland
- University of New England, Australia
- University of New South Wales, Australia
- University of Northampton, UK
- University of Queensland, Australia
- Sheffield Hallam University, UK
- Singapore Management University, Singapore
- Southern Cross University, Australia
- University of Technology, Sydney, Australia
- University of Western Sydney, Australia
Authors
Professor Karen Swan: Lead advisor
Karen Swan is the Stukel Distinguished Professor of Educational Leadership and Research Associate in the Center for Online Learning, Research, and Service (COLRS) at the University of Illinois Springfield. Her research focuses on media and learning in general, and on online learning in particular. Karen has been teaching online for over 15 years and her experiences have guided her work on learning effectiveness, interactivity, and the development of social presence online, on which she has published extensively. Her current work explores learning analytics and the pedagogy of massive open online courses (MOOCs). Karen was awarded the Sloan-C Award for Most Outstanding Achievement in Online Learning by an Individual in 2006.
Seb Schmoller: Reviewer
Until May 2012, Seb Schmoller served as Chief Executive of the Association for Learning Technology (ALT), the UK's leading membership organisation in the learning technology field. Prior to that, he spent 25 years working in the further education (community college) sector, initially writing and running courses for workplace trade union representatives, and eventually leading Sheffield College's successful efforts to develop online courses on a range of subjects, including 'Learning To Teach Online' (LeTTOL).
In parallel with his work for ALT, Seb has worked as an independent consultant for a wide range of clients including PA consulting, the TUC, BSI, the National College, the National Centre for Excellence in Teaching Mathematics, Becta, the Economic and Social Research Council (ESRC), JISC, and the Government of Malta. Seb is a Governor of The Sheffield College and a non-academic member of the ESRC's Peer Review College.
Professor Rhona Sharpe:
International version editor
Rhona Sharpe is Professor and Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University. She and her team run workshops, online courses, and offer consultancy for higher education institutions across the UK and internationally. She is also an Associate Lecturer for the Institute of Educational Technology at the UK Open University and a Visiting Professor at Edge Hill University. Rhona's interest in the role of technology in learning led her to direct a number of learner experience projects, which culminated in the creation of the ELESIG (Evaluation of Learners' Experiences of E-learning) community. She is a Senior Fellow of the Staff and Educational Development Association, a Fellow of the Higher Education Academy and a National Teaching Fellow.
Wilma Alexander: Accessibility advisor
Wilma Alexander is part of the Learning Services team at the University of Edinburgh, supporting the use of online tools and technologies across the University. She has a special interest in usable and accessible digital practice, tutors on usability and accessibility for the University's Master's in Digital Education, and promotes the use of online activities for inclusive teaching and learning in the context of staff development.
Learning outcomes
By the end of this course, you will be able to:
- Summarise the aims and structure of the Teaching Online programme of courses
- Distinguish the characteristics of online and blended learning, and chart their continuing and rapid evolution
- Identify and explain the four themes interwoven throughout the programme: interactivity, the Community of Inquiry (CoI) framework, blended learning and technology evolution
- Explore how these four themes are important to online learning and your context
- Plan your path through the programme according to your particular context and needs
- Create a portfolio for summarising and reflecting on your work.
Course structure
The bullet points below explain the chronology of the course and give a breakdown of each of the sections you will encounter.
Welcome
The Welcome section introduces the authors, outlines the learning outcomes, the structure and the highlights of the course, and acknowledges contributors.
- Authors
- Supporting universities
- Learning outcomes
- Course structure
- Highlights
Orientation
The Orientation section introduces you to the content and aims of the course. There is an opportunity to assess your current knowledge, to help you evaluate your learning at the end of the course.
- Introduction
- Key term search
Course files
The course files contain the core course content. The content is divided into units and screens.
- Unit 1: Welcome
- Unit 2: Online learning in higher education
- Unit 3: Programme themes
Closing
The Closing section summarises what you have learned and provides reference materials for further study.
- Resource bank
- References
Self assessment
The Self assessment section allows you to assess and consolidate what you have learned in the course.
- Self assessment
Highlights
Course highlights include:
- Video interviews with several experts in online learning including programme Lead Advisor, Professor Karen Swan
- A mapping activity that will help you plot your own individual path through the Teaching Online programme
- Opportunities to reflect on what online learning means to you, before beginning the programme
- An overview of the 'big ideas' that run throughout Teaching Online
- A step-by-step guide to creating your own Teaching Online portfolio.
Supporting universities
The Teaching Online programme has been developed in conjunction with the following institutions:
- University of Adelaide, Australia
- Australian Catholic University, Australia
- Cardiff University, UK
- University of Exeter, UK
- Federation University Australia
- Florida Atlantic University, USA
- Griffith University, Australia
- Hong Kong University of Science
and Technology, Hong Kong - University of Hull, UK
- Massey University, New Zealand
- University of Melbourne, Australia
- Michigan State University, USA
- National University of Ireland, Galway, Ireland
- University of New England, Australia
- University of New South Wales, Australia
- University of Northampton, UK
- University of Queensland, Australia
- Sheffield Hallam University, UK
- Singapore Management University, Singapore
- Southern Cross University, Australia
- University of Technology, Sydney, Australia
- University of Western Sydney, Australia