About this program

This program is designed to provide lecturers with the knowledge and skills they need to design and teach effective and engaging online courses.

It will investigate the differences between face-to-face and online instruction, guide participants through the basics of online course design and pedagogy, introduce a range of technology tools, and provide advice on supporting students who are studying online.

The resulting improvement in online course quality, flexibility and efficiency will enhance the student experience, reduce drop-out rates and save money.

Each three-hour online course will be supplemented by a further six hours of optional activities (making 46 hours in total) which encourage faculty to apply newly-gained knowledge to their own instruction and to build a personal development portfolio.

Higher Education View

Karen Swan is a first-class Lead Advisor for the Teaching Online collaboration. Her understanding of online pedagogy is truly outstanding.

Professor Ray Schroeder

Associate Vice-Chancellor for Online Learning; Director of Center for Online Learning, Research and Service; Professor Emeritus, University of Illinois at Springfield

For

Instructors seeking to make the transition to online teaching

Lead Advisor

Professor Karen Swan

Professor of Educational Leadership and Faculty Associate, Center for Online Learning, Research and Service, University of Illinois Springfield

Free Trial:

Free one-week trial to any university wishing to review our courses and assess their suitability for students and staff.

Contact:

James R. Headley

  • (302) 660-1034

Teaching Online

Course Module ID Core activities Additional activities Released Status
An introduction to teaching online TO 001 1.5 hours 2.5 hours Apr 2014

Overview

An overview of the 'big ideas' that run throughout the Teaching Online program. Includes a mapping activity that will help participants plot their own individual path through the program and a guide to creating a Teaching Online portfolio.

Syllabus

  • Welcome
  • Background: The impact of online learning in higher education
  • An overview of this training programme
  • Diagnostic test

Contributors

Author

Professor Karen Swan

Professor of Educational Leadership and Faculty Associate, Center for Online Learning, Research and Service, University of Illinois Springfield

Reviewer

Seb Schmoller

Independent consultant and former Chief Executive of the Association for Learning Technology (ALT)

Mastering online pedagogy TO 002 2.5 hours 9.0 hours Apr 2014

Overview

Provides participants with a clear, engaging insight into constructivist teaching and learning theory, in addition to practical activities and advice to help participants create an effective learner-centered online environment for their students.

Syllabus

  • The transition from face-to-face to online
  • How learning takes place in the online environment
  • The different roles of those who contribute to a successful learning experience
  • Understanding learner characteristics
  • The changing role of the instructor
  • Common pedagogical approaches (incl. PBL, assessment-based learning, outcomes-based learning)
  • Common pitfalls (e.g. high drop-out rates)

Contributors

Author

Dr Peter Shea

Associate Professor in the Department of Educational Theory and Practice and the Department of Informatics, University at Albany, State University of New York

Reviewer

Dr Lawrence Ragan

Director of Faculty Development, World Campus, Penn State University

Designing and developing your online course TO 003 3.0 hours 11.0 hours Apr 2014

Overview

Provides participants with a series of step-by-step learning design activities to help teachers develop their own successful online course. The course explores the issues of academic integrity, accessibility and inclusive design in addition to guidance on following best practice and avoiding pitfalls in the planning stages of your course.

Syllabus

  • Instructional design for instructors: Key concepts
  • Course planning: The importance of constructive alignment
  • Authoring an online course
  • Converting an existing face-to-face course to online format
  • Selecting effective online content
  • Focus: Open educational resources
  • Types of activities (e.g. synchronous vs. asynchronous)
  • Approaches and methods of online assessment
  • Common pitfalls
  • Mobile learning

Contributors

Author

Dr Jennifer Richardson

Associate Professor in Learning, Design and Technology in the College of Education at Purdue University

Reviewer

Professor Mark Brown

Director, National Centre for Teaching and Learning and Distance Education and Learning Futures Alliance, Massey University

Being a successful online teacher TO 004 2.5 hours 12.0 hours Apr 2014

Overview

This course helps participants put pedagogical frameworks into practice to improve their online teaching. The course provides practical strategies for building an effective learning community, facilitating and leading online learning, and using assessment in an online course.

Syllabus

  • Introduction to online teaching
  • The key roles of an instructor
  • The restrictions: What cannot be achieved?
  • The importance of teaching presence
  • Active facilitation of learning in a collaborative online environment
  • Building an effective learning community
  • Troubleshooting: Strategies for preventing, recognising and supporting learner difficulties
  • The use of learning analytics
  • Common pitfalls (e.g. tendency to replicate traditional learning)

Contributors

Author

Dr Norman Vaughan

Professor in the Department of Education, Faculty of Teaching and Learning at Mount Royal University in Calgary, Alberta, Canada

Reviewer

Jenny Mackness

Independent Online Education Consultant

Using technology tools for teaching online TO 005 2.5 hours 16.0 hours Apr 2014

Overview

An engaging exploration of the different technology tools and processes available for providing content, developing interaction and managing assessment in online teaching, from Learning Management Systems/Virtual Learning Environments to online social media applications.

Syllabus

  • Overview of technology tools
  • The role of the LMS
  • The role of technology tools (e.g. knowledge-building vs. community-building)
  • Synchronous tools (incl. effective use of online meetings and voice conferencing)
  • Asynchronous tools (incl. effective use of discussion boards and social media)
  • Selecting and adopting technology tools
  • Mass online tutoring systems (e.g. Udacity and Coursera)

Contributors

Author

Phylise Banner

Director of Online Teaching and Learning, Union Graduate College

Reviewer

Nick Noakes

Director of the Centre for Enhanced Learning and Teaching at the Hong Kong University of Science and Technology

Studying online – A guide for students TO 006 2.5 hours 7.0 hours Apr 2014

Overview

For those new to online learning, or teachers wishing to gain an insight into online learner characteristics, challenges and study strategies. The course provides practical activities and advice to help online learners prioritize and manage their time and space, contribute to discussion forums and collaborative activities, and seek appropriate support where needed.

Syllabus

  • Introduction to studying online
  • Diagnostic: What type of learner are you?
  • Motivation: What affects motivation?
  • The importance of time management
  • Creating an effective study environment
  • Strategies for success

Contributors

Author

Dr Laurie Dringus

Professor of Information Systems in the Graduate School of Computer and Information Sciences at Nova Southeastern University

Reviewer

Dr Rhona Sharpe

Head, Oxford Centre for Staff and Learning Development; Deputy Director of the Directorate of Human Resources, Oxford Brookes University

Expert contributors include

  • Professor Karen Swan

    Lead advisor

    Professor of Educational Leadership and Faculty Associate, Center for Online Learning, Research and Service, University of Illinois Springfield

  • Dr Lawrence Ragan

    Reviewer

    Director of Faculty Development, World Campus, Penn State University

  • Dr Peter Shea

    Author

    Associate Professor in the Department of Educational Theory and Practice and the Department of Informatics, University at Albany, State University of New York

  • Dr Rhona Sharpe

    Reviewer

    Oxford Brookes University

Development group members

  • University of Adelaide, Australia
  • Australian Catholic University
  • University of Ballarat, Australia
  • Cardiff University, United Kingdom
  • University of Exeter, United Kingdom
  • Florida Atlantic University
  • Griffith University, Australia
  • Hong Kong University of Science and Technology
  • University of Hull, United Kingdom
  • Massey University, New Zealand
  • University of Melbourne, Australia
  • Michigan State University
  • NUI Galway, Ireland
  • University of New England, Australia
  • University of New South Wales, Australia
  • University of Northampton, United Kingdom
  • University of Queensland, Australia
  • Sheffield Hallam University, United Kingdom
  • Singapore Management University
  • Southern Cross University, Australia
  • University of Technology Sydney, Australia
  • University of Western Sydney, Australia