Introduction

Welcome to Teaching Online: Next Steps in Design and Development! This course provides a practical foundation in best practices for designing and delivering effective online learning experiences.

Accessible advice, practical tips, and useful information make this course an essential tool for anyone moving to online learning and looking for support, as well as more experienced online teachers who want to refresh their knowledge.

Learning outcomes

By the end of the module, you will be able to:

  • Define synchronous and asynchronous learning and understand the associated benefits and challenges of each.
  • Understand the key aspects of learning design and how to apply them to an online course.
  • Describe the CoI framework and Five-stage model.
  • Identify and select appropriate digital learning resources to support your teaching online.
  • Use an evaluation plan to help determine which digital learning resources best suit the learning outcomes for your course.
  • Explain the importance of academic integrity when teaching in an online context.

Using the module

Content

  • The centre of each screen contains the core content for each course, presented either as text, interactive activities, graphics, videos or animations
  • Text highlighted in a box preceded by an arrow contains instructions on how to navigate the activities that follow
  • Terms highlighted like this are clickable glossary terms, and can be clicked on to access pop-up boxes containing definitions of key terms
  • Note that your responses to the note-making and text entry activities (where you type responses in the space provided) can be printed and used as part of your ongoing work.

Pods

Throughout this course, you will see additional learning opportunities in 'pods'. Exploring the information provided in the pods will enrich the learning experience.

  • Practical tips: Contains real life examples, tips from online educators and useful advice for putting theory in to practice, as well as extra content to expand or emphasise key points from the main screen.
  • Useful links: Contains links to relevant useful resources and websites.
  • Your context: Contains links and information about topics specific to your context and/or institution.
  • Glossary: Access to a document containing a list of glossary definitions used in the course.

Summary screen

Every module will end with a screen that summarises what you have learned and helps you to reflect on how to apply and further expand on your learning after you complete the module.

Expert panel

Reviewers

Claire Thomson

Claire Thomson is Head of Centre for Enhancement in Learning and Teaching (CELT). Claire offers strategic leadership and management in the area of learning and teaching and student engagement. She leads a dynamic team of digital and learning developers with responsibility for implementing research-informed enhancements across Bishop Grosseteste University. Claire's research interest is in the area of learning and teaching in higher education and the development of new methodologies for the delivery of effective and engaging learning, teaching and assessment.


David Gallimore

David Gallimore is a Senior Lecturer in nursing studies at Swansea University, and is the College Lead for the Swansea Academy of Learning and Teaching. He is also a member or the Programme Approval Committee, Research Ethics Committee, and is an Academic Integrity officer for the college. He is a Senior Fellow of the Higher Education Academy and has worked in higher education for over 20 years. His main research interests are in student assessment and academic integrity.


David McIlroy

David McIlroy is a Reader in the Psychology of Individual Differences in Education at Liverpool John Moores University. He has published books, chapters and peer-reviewed journal articles on the principles and pathways of learning and achievement. In addition, he has run workshops and seminars nationally and internationally for academics and postgraduates who teach and is a link tutor for a distance learning programme.


Dr Sam Nolan

Sam Nolan is Assistant Director of Durham University's Centre for Academic Development (DCAD) Sam leads the conference 'Enhancing Student Learning Through Innovative Scholarship (ESLTIS),' which provides a community of practice for teaching-focused academics. In 2016, Sam was recognised for his contributions to teaching and learning with the award of a National Teaching Fellowship and Principal Fellowship of the HEA. He has a background in astronomy and researches simulation-based learning.


Emma Young

Emma Young is Head of Student Success Services at the University of Bradford, where she manages the Language Centre, Academic Skills Advice, and Student Experience and Success teams. She focuses on projects supporting student transition, student mental health and wellbeing, and support for care-experienced, estranged and carer students. Emma has researched and published in the areas of student transition into higher education, peer-assisted learning, and students' emotional wellbeing.


Acknowledgements

We would like to acknowledge the contributions of the following authors, from whose work some of the course content has been derived.

Phylise H. Banner

Phylise Banner is a Learning Experience Design consultant with over 20 years of experience planning, designing, developing, and delivering online courses, programs, and faculty development initiatives. As an online learning evangelist, she actively seeks out opportunities to experiment with emerging technologies in order to best serve faculty and students, and to create communities of lifelong learners.

Phylise is the author of the 'Using technology tools for teaching online' course in Teaching Online.


Dr Amani Bell

Amani Bell joined the School of Health Sciences Work Integrated Learning team in December 2019. Previously, she was the Vice-Chancellors' Fellow at the Innovative Research Universities, where she led a suite of projects exploring models of work integrated learning that are responsive to the changing nature of work. Her academic career began at the University of Sydney, where she collaborated on, designed and led informal and formal programs to support the professional learning of university educators.

Amani is a co-author of the 'Planning and preparing learning activities' strand in University Teaching: Core Skills.


Professor Margaret Price

Margaret Price is Professor Emerita of Assessment and Learning at Oxford Brookes University, UK. She is a researcher with strong roots in the practice of teaching and assessment and was awarded a National Teaching Fellowship in 2002. From 2005–2016 she was Director of ASKe Pedagogy Research Centre, a Centre for Excellence in Learning and Teaching.

Margaret is the author of the 'Assessment for learning' strand in University Teaching: Core Skills.


Dr Jennifer C. Richardson

Jennifer Richardson is a Professor in Learning, Design and Technology (LDT) in the College of Education at Purdue University. Her research focuses on evidence-based practices in online learning environments. Specifically, strategies and design for teaching online, social presence, gauging learning in online environments, and the Community of Inquiry (CoI) framework. She has been teaching and conducting research in distance education for the past 20 years and is a Fellow of the Online Learning Consortium.

Jennifer is the author of the 'Designing and developing your online course' course in Teaching Online.


Dr Peter Shea

Peter Shea is Associate Provost for Online Learning and provides leadership and strategy for online teaching and learning in collaboration with academic, administrative, and support units at the University at Albany, State University of New York. Peter is also a Professor in the Department of Educational Theory and Practice with a joint appointment with the Department of Informatics in the College of Emergency Preparedness, Homeland Security and Cybersecurity at UAlbany.

Peter is the author of the 'Mastering online pedagogy' course in Teaching Online.


Professor Katja Strohfeldt

Katja Strohfeldt is a Professor in Pharmaceutical Chemistry and Education at the University of Reading, UK. She was appointed as Dean for Teaching and Learning in 2017, where she works closely with a number of schools in the area of the Arts, Humanities and Social Sciences.

Katja is a co-author of the 'Planning and preparing learning activities' strand in University Teaching: Core Skills.


Dr Norman Vaughan

Norman Vaughan, Ph.D. is a Professor in the Department of Education at Mount Royal University in Calgary, Alberta, Canada. He has co-authored the books Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry (2013) and Blended Learning in Higher Education (2008). Norman is the Co-founder of the Blended Online Design Network (BOLD), a member of the Community of Inquiry Research Group and the Associate Editor of the International Journal of Mobile and Blended Learning.

Norman is the author of the 'Being a successful online teacher' course in Teaching Online.


Dr Panos Vlachopoulos

Panos Vlachopoulos is Associate Dean, Quality and Standards, Faculty of Arts at Macquarie University. He is an academic educator with fifteen years of international experience in higher education. His areas of expertise include online learning design, curriculum development, online facilitation, reflective practice and professionalism in higher education.

Panos is the author of the 'Addressing barriers to student success' strand in University Teaching: Core Skills.


Accessibility advisor

Wilma Alexander

Wilma Alexander

Wilma Alexander is a Fellow of the Higher Education Academy with Master's degrees in Human-Computer Interaction, Linguistics and Information Science. She has over 15 years of experience as a manager with the online learning team at the University of Edinburgh, where she specialised in usable and accessible digital practice, tutored on the groundbreaking Master's degree in Digital Education and developed online staff training on accessible e-learning and online tutoring skills. Since retiring from the university at the end of 2015, Wilma has provided consultancy services on all aspects of online learning, with a special focus on accessibility and usability issues.

Introduction

Welcome to Teaching Online: Next Steps in Design and Development! This course provides a practical foundation in best practices for designing and delivering effective online learning experiences.

Accessible advice, practical tips, and useful information make this course an essential tool for anyone moving to online learning and looking for support, as well as more experienced online teachers who want to refresh their knowledge.


Learning outcomes

By the end of the module, you will be able to:

  • Define synchronous and asynchronous learning and understand the associated benefits and challenges of each.
  • Understand the key aspects of learning design and how to apply them to an online course.
  • Describe the CoI framework and Five-stage model.
  • Identify and select appropriate digital learning resources to support your teaching online.
  • Use an evaluation plan to help determine which digital learning resources best suit the learning outcomes for your course.
  • Explain the importance of academic integrity when teaching in an online context.

Using the module

Content

  • The centre of each screen contains the core content for each course, presented either as text, interactive activities, graphics, videos or animations
  • Text highlighted in a box preceded by an arrow contains instructions on how to navigate the activities that follow
  • Terms highlighted like this are clickable glossary terms, and can be clicked on to access pop-up boxes containing definitions of key terms
  • Note that your responses to the note-making and text entry activities (where you type responses in the space provided) can be printed and used as part of your ongoing work.

Pods

Throughout this course, you will see additional learning opportunities in 'pods'. Exploring the information provided in the pods will enrich the learning experience.

  • Practical tips: Contains real life examples, tips from online educators and useful advice for putting theory in to practice, as well as extra content to expand or emphasise key points from the main screen.
  • Useful links: Contains links to relevant useful resources and websites.
  • Your context: Contains links and information about topics specific to your context and/or institution.
  • Glossary: Access to a document containing a list of glossary definitions used in the course.

Summary screen

Every module will end with a screen that summarises what you have learned and helps you to reflect on how to apply and further expand on your learning after you complete the module.


Expert panel

Reviewers

Claire Thomson

Claire Thomson is Head of Centre for Enhancement in Learning and Teaching (CELT). Claire offers strategic leadership and management in the area of learning and teaching and student engagement. She leads a dynamic team of digital and learning developers with responsibility for implementing research-informed enhancements across Bishop Grosseteste University. Claire's research interest is in the area of learning and teaching in higher education and the development of new methodologies for the delivery of effective and engaging learning, teaching and assessment.


David Gallimore

David Gallimore is a Senior Lecturer in nursing studies at Swansea University, and is the College Lead for the Swansea Academy of Learning and Teaching. He is also a member or the Programme Approval Committee, Research Ethics Committee, and is an Academic Integrity officer for the college. He is a Senior Fellow of the Higher Education Academy and has worked in higher education for over 20 years. His main research interests are in student assessment and academic integrity.


David McIlroy

David McIlroy is a Reader in the Psychology of Individual Differences in Education at Liverpool John Moores University. He has published books, chapters and peer-reviewed journal articles on the principles and pathways of learning and achievement. In addition, he has run workshops and seminars nationally and internationally for academics and postgraduates who teach and is a link tutor for a distance learning programme.


Dr Sam Nolan

Sam Nolan is Assistant Director of Durham University's Centre for Academic Development (DCAD) Sam leads the conference 'Enhancing Student Learning Through Innovative Scholarship (ESLTIS),' which provides a community of practice for teaching-focused academics. In 2016, Sam was recognised for his contributions to teaching and learning with the award of a National Teaching Fellowship and Principal Fellowship of the HEA. He has a background in astronomy and researches simulation-based learning.


Emma Young

Emma Young is Head of Student Success Services at the University of Bradford, where she manages the Language Centre, Academic Skills Advice, and Student Experience and Success teams. She focuses on projects supporting student transition, student mental health and wellbeing, and support for care-experienced, estranged and carer students. Emma has researched and published in the areas of student transition into higher education, peer-assisted learning, and students' emotional wellbeing.


Acknowledgements

We would like to acknowledge the contributions of the following authors, from whose work some of the course content has been derived.

Phylise H. Banner

Phylise Banner is a Learning Experience Design consultant with over 20 years of experience planning, designing, developing, and delivering online courses, programs, and faculty development initiatives. As an online learning evangelist, she actively seeks out opportunities to experiment with emerging technologies in order to best serve faculty and students, and to create communities of lifelong learners.

Phylise is the author of the 'Using technology tools for teaching online' course in Teaching Online.


Dr Amani Bell

Amani Bell joined the School of Health Sciences Work Integrated Learning team in December 2019. Previously, she was the Vice-Chancellors' Fellow at the Innovative Research Universities, where she led a suite of projects exploring models of work integrated learning that are responsive to the changing nature of work. Her academic career began at the University of Sydney, where she collaborated on, designed and led informal and formal programs to support the professional learning of university educators.

Amani is a co-author of the 'Planning and preparing learning activities' strand in University Teaching: Core Skills.


Professor Margaret Price

Margaret Price is Professor Emerita of Assessment and Learning at Oxford Brookes University, UK. She is a researcher with strong roots in the practice of teaching and assessment and was awarded a National Teaching Fellowship in 2002. From 2005–2016 she was Director of ASKe Pedagogy Research Centre, a Centre for Excellence in Learning and Teaching.

Margaret is the author of the 'Assessment for learning' strand in University Teaching: Core Skills.


Dr Jennifer C. Richardson

Jennifer Richardson is a Professor in Learning, Design and Technology (LDT) in the College of Education at Purdue University. Her research focuses on evidence-based practices in online learning environments. Specifically, strategies and design for teaching online, social presence, gauging learning in online environments, and the Community of Inquiry (CoI) framework. She has been teaching and conducting research in distance education for the past 20 years and is a Fellow of the Online Learning Consortium.

Jennifer is the author of the 'Designing and developing your online course' course in Teaching Online.


Dr Peter Shea

Peter Shea is Associate Provost for Online Learning and provides leadership and strategy for online teaching and learning in collaboration with academic, administrative, and support units at the University at Albany, State University of New York. Peter is also a Professor in the Department of Educational Theory and Practice with a joint appointment with the Department of Informatics in the College of Emergency Preparedness, Homeland Security and Cybersecurity at UAlbany.

Peter is the author of the 'Mastering online pedagogy' course in Teaching Online.


Professor Katja Strohfeldt

Katja Strohfeldt is a Professor in Pharmaceutical Chemistry and Education at the University of Reading, UK. She was appointed as Dean for Teaching and Learning in 2017, where she works closely with a number of schools in the area of the Arts, Humanities and Social Sciences.

Katja is a co-author of the 'Planning and preparing learning activities' strand in University Teaching: Core Skills.


Dr Norman Vaughan

Norman Vaughan, Ph.D. is a Professor in the Department of Education at Mount Royal University in Calgary, Alberta, Canada. He has co-authored the books Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry (2013) and Blended Learning in Higher Education (2008). Norman is the Co-founder of the Blended Online Design Network (BOLD), a member of the Community of Inquiry Research Group and the Associate Editor of the International Journal of Mobile and Blended Learning.

Norman is the author of the 'Being a successful online teacher' course in Teaching Online.


Dr Panos Vlachopoulos

Panos Vlachopoulos is Associate Dean, Quality and Standards, Faculty of Arts at Macquarie University. He is an academic educator with fifteen years of international experience in higher education. His areas of expertise include online learning design, curriculum development, online facilitation, reflective practice and professionalism in higher education.

Panos is the author of the 'Addressing barriers to student success' strand in University Teaching: Core Skills.


Accessibility advisor

Wilma Alexander

Wilma Alexander

Wilma Alexander is a Fellow of the Higher Education Academy with Master's degrees in Human-Computer Interaction, Linguistics and Information Science. She has over 15 years of experience as a manager with the online learning team at the University of Edinburgh, where she specialised in usable and accessible digital practice, tutored on the groundbreaking Master's degree in Digital Education and developed online staff training on accessible e-learning and online tutoring skills. Since retiring from the university at the end of 2015, Wilma has provided consultancy services on all aspects of online learning, with a special focus on accessibility and usability issues.