# data[].attributes.headline
NEW!! - EMBED European Maturity Model for Blended Education

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NEW!! - EMBED European Maturity Model for Blended Education

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Blended Learning Essentials at FutureLearn.

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Blended Learning Essentials at FutureLearn.

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Understand Blended Learning Essentials - Online Program

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This program is developed by leading experts from the University of Leeds and the UCL Institute of Education, working in partnership with colleges, training providers and sector bodies. The courses in this program demonstrate the hands-on expertise of teachers, trainers and managers using technology for training, teaching and delivering apprenticeships.

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OLC Quality Scorecard for Blended Learning Programmes

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OLC Quality Scorecard for Blended Learning Programmes

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The OLC Quality Scorecard for Blended Learning Programs provides benchmarks and quality standards to help you evaluate your blended and hybrid learning programs. By using the scorecard, faculty, administrators and instructional designers can determine the strengths and weaknesses of those programs.

By using the scorecard, institutions can identify areas of strength and opportunities for improvement within their own programs and create a strategy for meeting benchmarks.

This quality scorecard was developed through a collaborative effort with experienced educators recognized for their background in this modality. They identified quality metrics for each of the 70 indicators in key categories, including:Institutional Support, Technology Support, Course Development and Instructional Design. Course Structure, Teaching and Learning, Faculty Support, Student Support, and Evaluation and Assessment

The Scorecard rubric is available for free - exclusively for OLC Institutional Members. You may purchase the Blended Learning Handbook on our Publications page.

The Interactive Version launched in November 2016 and is available exclusively for our Institutional members. It serves as an online, collaborative dashboard and repository to assess, enhance and measure the effectiveness of your programs online.

With this online tool, you can:

Organize quality efforts by category with justification and supporting artifacts (evidence)

Store information related to quality efforts in one location

Download report with all information that can be used for accreditation or other reporting purposes

Prepare for third-party independent review validating quality of institutional or programmatic online offerings

OLC Institutional members get exclusive access to the Interactive Version. The Interactive version of the Quality Scorecard is an exclusive OLC Institutional Membership benefit. Become a member today!
Institutions can pursue a third-party, independent review through the OLC Quality Score Review Assessment to benchmark against best practices as a continuous improvement resource. Those that achieve exemplary status may be eligible to display an OLC Exemplary Program logo on their website. Learn more.

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OLC Quality Scorecard - Improve the Quality of Online Learning & Teaching

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The OLC Quality Scorecard for Blended Learning Programs provides benchmarks and quality standards to help you evaluate your blended and hybrid learning programs. By using the scorecard, faculty, administrators and instructional designers can determine the strengths and weaknesses of those programs. By using the scorecard, institutions can identify areas of strength and opportunities for improvement within their own programs and create a strategy for meeting benchmarks.

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This podcast is a series of informal discussions of innovative and effective practices in teaching and learning. This podcast series is hosted by John Kane (an economist) and Rebecca Mushtare (a graphic designer). John and Rebecca run the Center for Excellence in Learning and Teaching at the State University of New York at Oswego.

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This podcast is a series of informal discussions of innovative and effective practices in teaching and learning. This podcast series is hosted by John Kane (an economist) and Rebecca Mushtare (a graphic designer). John and Rebecca run the Center for Excellence in Learning and Teaching at the State University of New York at Oswego.

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Teaching In Higher Ed Podcast - Teaching in Higher Ed

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This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our...

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Blended Learning: the Convergence of Online and Face-to-Face Education, report by NACOL (North American Council for Online Learning).

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Blended Learning: the Convergence of Online and Face-to-Face Education, report by NACOL (North American Council for Online Learning).

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Why Blended Learning Works by LEO Learning.

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Why Blended Learning Works by LEO Learning.

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Online Teaching Toolkit by ACUE (Association of College and University Educators).

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Online Teaching Toolkit by ACUE (Association of College and University Educators).

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Welcome to ACUE's Online Teaching Toolkit

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Supporting instructors transitioning to an online learning environment with resources and recommendations for immediate use, benefitting faculty & students.

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Blended Learning. State of the Nation. Report by icde (International Council for Open and Distance Education). 

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Blended Learning. State of the Nation. Report by icde (International Council for Open and Distance Education). 

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Guide to Blended Learning by Commonwealth of Learning.

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Guide to Blended Learning by Commonwealth of Learning.

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Blended Learning Teacher Competency Framework by iNACOL (International Association for K-12 Online Learning).

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Blended Learning Teacher Competency Framework by iNACOL (International Association for K-12 Online Learning).

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Blended Learning - a Step-by-Step Approach to Blend your Courses (University of Twente, Netherlands).

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Blended Learning - a Step-by-Step Approach to Blend your Courses (University of Twente, Netherlands).

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Best Practices for Use of Blended Learning.

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Best Practices for Use of Blended Learning.

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The Effect of Blended Learning on Student Performance at Course Level in Higher Education.

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The Effect of Blended Learning on Student Performance at Course Level in Higher Education.

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Four Key Challenges to the Design of Blended Learning: a Systematic Literature Review.

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Four Key Challenges to the Design of Blended Learning: a Systematic Literature Review.

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Instructor Approaches to Blended Learning: a Tale of Two Business Schools.

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Instructor Approaches to Blended Learning: a Tale of Two Business Schools.

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A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement .

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A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement .

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Synchronous vs. Asynchronous Learning: which is Right for your Learners?

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Synchronous vs. Asynchronous Learning: which is Right for your Learners?

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Online training has opened up a world of possibilities for businesses. Whether learning a new skill or completing mandatory training, as a business you'll need to decide one thing when implementing it - whether synchronous or asynchronous learning is the most effective way to support your learners.

Depending on the learning objective, learners can benefit from both synchronous and asynchronous learning. Each offers its bright sides, and of course, its drawbacks. But which one is right for you and your learners?

Here's a quick explainer of each, the pros and cons of both, and how you might best utilize these methods.

What is synchronous learning?

Synchronous learning is any type of learning that takes place in real-time, where a group of people are engaging in learning simultaneously. Although learning occurs at the same time, learners don't have to be there in-person, or even in the same location. Synchronous learning enables learners to ask questions and receive answers on-the-spot, while also collaborating freely with their co-learners.

For employee training, synchronous learning is a popular choice. It's a method that lends itself well to learning about updated company policies or new software that's being rolled out. When done right, it's also useful for customer and partner training as it creates an invaluable feedback loop.

Some examples of synchronous learning include:

Live webinars

Video conferencing

Virtual classrooms

Instant messaging

What is asynchronous learning?

Asynchronous learning is more learner-centered. It enables your learners to complete courses without the constraints of having to be in a certain place at a certain time. In essence, asynchronous learning doesn't hinder learners by place or time. As long as they have access to the internet, asynchronous learners have the freedom to complete course materials whenever they choose, and from any location.

Although not taking place then and there, asynchronous learning still allows the opportunity for feedback. Learners are free to share thoughts and questions with instructors and fellow learners, though they may not receive an immediate response.

Some examples of asynchronous learning include:

Online courses

Email

Blogs

Pre-recorded video lessons or webinars

Online forums and discussion boards

Synchronous vs asynchronous learning: Pros and cons

When comparing synchronous and asynchronous learning, both have advantages and disadvantages; what may appeal to one learner may not appeal to another. Let's look more closely at some of the main pros and cons of each:

Pros of synchronous Learning:

Because of the social nature of synchronous learning, learners can easily interact with instructors and other learners, making group activities possible.

Synchronous learning takes place in real-time, which means learners can get immediate feedback. Ideas and opinions can also be promptly shared with fellow learners.

Similarly, if your learners are having trouble with any of the course content, synchronous learning allows them to ask questions and get instantaneous answers.

Cons of synchronous Learning:

Synchronous learners have to be online at a certain time, and therefore their learning has to adhere to a specific training schedule. Learners can't access content where and when they like. To accommodate your learners and offer more flexibility, you could provide a webinar recording of the training session through your LMS.

Due to the group dynamic of real-time synchronous learning, some learners may feel they're not receiving the individual attention they need. This is especially true if there's any part of the training they do not fully understand. To bypass this, try checking in on the progress of your learners by setting aside time during training for one-to-one or group Q&A sessions.

The effectiveness of how well your learners understand the course content depends more on the quality of the instructor than the learners themselves. To overcome this, ensure your instructors receive relevant training so they're fully prepared for their role. Requiring instructors to plan their sessions ahead of time will also ensure they'll deliver a great learning experience for your learners.

Pros of asynchronous Learning:

Asynchronous learning offers lots of flexibility. Although there's usually a deadline in sight, asynchronous learners can progress at their own pace and access their course at any time they choose and from any place.

It's a cost effective way to train learners that are based in varying locations. Asynchronous learning means your learners can engage in courses regardless of their time zone or location.

With asynchronous learning, learners have significantly more time to reflect on the material they are learning, which means they are likely to understand it more thoroughly.

Additionally, asynchronous learning lends itself better to a fast-growing business. If you've hundreds or thousands of learners to train across the world, you can get them up to speed without the need for face-to-face training.

Cons of asynchronous Learning:

Although learners may have access to an instructor, contact through asynchronous learning may be limited. Answers to queries cannot be given instantly (for example, learners may need to wait for an answer to an email). This can be overcome by ensuring you choose an LMS that makes communication as easy as possible.

The lack of interaction with instructors and fellow learners leaves some individuals feeling isolated. This could lead to a lack of motivation and engagement in courses. So, combat learner isolation by focusing on creating great course content.

Asynchronous learning is learner-centered, so those taking courses in this way need self-discipline and focus to be successful in completing the required course work. Using tools like Gamification or a Forum helps to keep your learners engaged.

Synchronous vs asynchronous learning: Which is best for your learners?

Ultimately, the method of learning you choose for your learners will depend on a number of factors - learning objectives, the types of course content you create, how you deliver your training, and the availability of your learners. However, if you have the resources, using both synchronous and asynchronous learning is a winning formula.

For example, creating a largely asynchronous course with supplementary live webinars scheduled for varying days and times, ensures that learners have the additional benefit of interacting with each other and instructors. Alternatively, blended learning is another option that supports both synchronous and asynchronous learning opportunities.

No matter which method you choose, variety is the best approach. Especially if you're building a course; aim to keep your learners as engaged as possible by mixing different methods of content delivery. A combination of elements like video, text and images are sure to keep your learners interested.

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Synchronous vs Asynchronous Learning: Which is Right for Your Learners? | LearnUpon

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Online training has opened up a world of possibilities for businesses. Whether learning a new skill or completing mandatory training, as a business you'll need to decide one thing when implementing it - whether synchronous or asynchronous learning is the most effective way to support your learners.

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The Unproductive Debate of Synchronous vs. Asynchronous Learning.

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The Unproductive Debate of Synchronous vs. Asynchronous Learning.

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Like millions of people around the globe right now, I am practicing social distancing. One valid point that has been brought up online is that the term should really be physical distancing rather than social distancing; Of course self-isolation and quarantine separate us geographically, but the psychological space between us doesn't have to be so vast. These days we have online tools that can connect us socially in ways that can mitigate the loneliness that comes with physical separation.

In the field of instructional design for online learning, this is not a new concept. Transactional distance theory (TDT, Moore, 1996) is a useful theory for online course design that proposes that the distance during instruction is transactional, not spatial or temporal (Gorsky & Caspi, 2005; Saba & Shearer, 2017). TDT suggests that if we work to reduce the psychological space between participants and instructors through pedagogy, it will likely lead to higher learning outcomes.

While traditional TDT includes additional components that can be used to reduce transactional distance between learners and their instructors, I think all teachers teaching online during the Coronavirus online learning period should pay particularly close attention to the TDT's core constructs of dialogue and structure.

Dialogue

A good online teacher facilitates a variety of forms of interaction between participants and instructors, such as instructor-learner and learner-learner interactions (Huang, Chandra, DePaolo, & Simmons, 2016). Even though online students are not in the physical classroom to engage in discussions, teachers should use the discussion and collaborative tools in their learning management system to increase dialogue and interaction. Teachers should update their profile pictures, post video greetings, and stimulate dialogue between students through the use of written, audio, and video comments. I recommend checking out this older post about the advantages to using online tools to elicit student responses over raise your hand in physical classrooms.

Structure

Structure refers to the level of guidance and direction provided within the course design, as well as the level of responsiveness of the course design to accommodate individual learners' needs (Huang et al., 2016). A rigid course structure may disrupt organic and creative dialogue, but novice learners dealing with novel information may require higher levels of structure than experts (Benson & Samarawickrema, 2009; Huang et al., 2016).

Teachers should attend to the complex relationship between structure and dialogue (Saba & Shearer, 2017) in order to reduce transactional distance. We can measure how transactional distance is perceived by students in their courses by surveying them (Elyakim et al., 2019). Recent efforts by researchers (Benson & Samarawickrema, 2009; Huang et al., 2016) have revealed that courses with high structure and high dialogue (+D+S) tend to be the most effective in reducing transactional distance and that courses with low dialogue and low structure (-D-S) will likely result in the most transactional distance, with +D-S and -D+S falling somewhere in the middle.

Synchronous vs. asynchronous learning

One of the weirdest debates (to me, at least) that has raged in education as we wait for our schools to reopen is over whether we should be focusing our efforts on delivering synchronous or asynchronous learning experiences, as if this was an either/or decision. Fueling the debate are teachers reporting Zoom and MS Teams horror stories on Facebook and Twitter, and parents, like in the video below, who are so frustrated by course designs that they are just about ready to give up on distance learning altogether.

The thing is, there is nothing inherently wrong with asynchronous learning, nor with synchronous learning. Each is suited to solve different instructional problems, under specific conditions, depending on the goal of the learning, the characteristics of the learners, and the course format. Now, don't get me wrong, when I hear of school leaders prescribing 100% synchronous learning during this time period, I can't help but cringe. Besides synchronous learning tools being notoriously unreliable and difficult to use with a large number of young students, prescribing 100% synchronous learning violates two key principles of instructional design for online learning:

1. A direct copy of a face-to-face classroom using online tools will surely fail

2. You should never completely eliminate a useful instructional strategy from your toolbox

While it works much, much better for the learning context that we're in at the moment, we probably shouldn't prescribe a 100% asynchronous format for an online course either. Students can benefit from a synchronous dialogue session via conference call once in a while, if only to reduce the feeling of isolation between peers and instructors. For what it's worth, if I had to depict my own views about when to use synchronous or asynchronous learning as a graphic, it would look something like this:

Instead of having an unproductive debate over asynchronous or synchronous learning, one way we can improve our practice during these unusual circumstances is by attending to the design components of dialogue and structure, as proposed by transactional distance theory and other online learning theories, to reduce transactional distance and improve learning outcomes. While we may have to continue this physical distancing for some time, when teachers design well-structured courses that enable students to ask questions, engage in discussions, receive and give feedback, and actively participate in class activities (Joksimović, et al., 2015), we bring our learning communities closer together.

- Zach Groshell

References

Benson, R., & Samarawickrema, G. (2009). Addressing the context of e-learning: Using transactional distance theory to inform design. Distance Education, 30(1), 5-21. https://doi.org/10.1080/01587910902845972

Elyakim, N., Reychav, I., Offir, B., & McHaney, R. (2019). Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices. Journal of Educational Computing Research, 57(1), 131-169. https://doi.org/10.1177/0735633117746169

Gorsky, P., & Caspi, A. (2005). A critical analysis of transactional distance theory. The Quarterly Review of Distance Education, 6(1), 1-11.

Huang, X., Chandra, A., DePaolo, C. A., & Simmons, L. L. (2016). Understanding transactional distance in web-based learning environments: An empirical study. British Journal of Educational Technology<

Joksimović, S., Gašević, D., Kovanović, V., Riecke, B. E., & Hatala, M. (2015). Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learn

Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view, Belmont, CA: Wad- sworth

Saba, F., & Shearer, R. L. (2017). Transactional Distance and Adaptive Learning : Planning for the Future of Higher Education. Milton, UNITED KINGDOM: Routledge. Retrieved from http://ebookcentral.proquest.com/lib/capella/detail.action?docID=5107319

# data[].attributes.attachment_link.title
The Unproductive Debate of Synchronous vs. Asynchronous Learning

# data[].attributes.attachment_link.description
Like millions of people around the globe right now, I am practicing social distancing. One valid point that has been brought up online is that the term should really be physical distancing rather than social distancing; Of course self-isolation and quarantine separate us geographically, but the psychological space between us doesn't have to be so...

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Taking your Teaching Online at OpenLearn.

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Taking your Teaching Online at OpenLearn.

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In this free course, Take your teaching online, you will gain knowledge fundamental to delivering effective teaching online. You will hear about the experiences of real educators, be introduced…

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The Blended Course Design Workbook. A Practical Guide by Kathryn A. Linder.

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The Blended Course Design Workbook. A Practical Guide by Kathryn A. Linder.

# data[].attributes.attachment_link.readable_text
Blended (also called hybrid) classrooms, in which face-to-face interaction is intentionally combined with online activities to aid student learning, are becoming more and more common. Most recently, "flipped" classrooms have become a popular method for teaching because more time for active learning in-class can be gained by moving content delivery such as lecture to outside-of-class homework using technology tools such as video or lecture capture. The blended model is proving to be an environment that provides more self-directed, technology-mediated learning experiences for students who will be incorporating technology more and more into their professional lives post-college.

The Blended Course Design Workbook meets the need for a user-friendly resource that provides faculty members and administrators with instructions, activities, tools, templates, and deadlines to guide them through the process of revising their traditional face-to-face course into a blended format.

Providing a step-by-step course design process that emphasizes active learning and student engagement, this book will help instructors adapt traditional face-to-face courses to a blended environment by guiding them through the development of course goals and learning objectives, assignments, assessments, and student support mechanisms with technology integration in mind. It will also help instructors choose the right technologies based on an instructor's comfort level with technology and their specific pedagogical needs. The book will help each instructor who uses the text to develop a unique course by making choices about their course design based on student learning needs for their chosen topic and discipline. Every component of the workbook has been piloted with faculty designing and implementing blended courses and then revised to better meet the needs of faculty across a range of comfort levels with technology use.

The Blended Course Design Workbook includes detailed instructions for each stage of course design alongside specific activities that the reader can complete. The book is unique because it facilitates a step-by-step process for blended course design with specific templates and tools that can be used across disciplines.

Additional resources and handouts are posted on the book page as well as the author website, www.bcdworkbook.com.

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the blended course design workbook: a practical guide

# data[].attributes.attachment_link.title
The Blended Course Design Workbook: A Practical Guide

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The Blended Course Design Workbook: A Practical Guide [Linder, Kathryn E.] on Amazon.com. *FREE* shipping on qualifying offers. The Blended Course Design Workbook: A Practical Guide

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E-tivities are frameworks for enabling active and participative learning. They are researched and applied frameworks which are valuable for blend and hybrid as well as fully digital. E-tivities are…

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10 Facts you Need to Know about Blended Learning by Contact North.

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10 Facts you Need to Know about Blended Learning by Contact North.

# data[].attributes.headline
Using the CoI to Evaluate Different Blended Learning Approaches: Achieving Teaching, Cognitive and Social Presence in Large Postgraduate Online Courses.

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Using the CoI to Evaluate Different Blended Learning Approaches: Achieving Teaching, Cognitive and Social Presence in Large Postgraduate Online Courses.

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The Art of Blending: Benefits and Challenges of a Blended Course for Preservice Teachers.

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The Art of Blending: Benefits and Challenges of a Blended Course for Preservice Teachers.

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This Thing called Blended Learning - a Definition and Planning Approach.

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This Thing called Blended Learning - a Definition and Planning Approach.

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The key to a successful blended course is planning and good design. The resources below represent a process called backward design in which one starts with the desired outcomes and moves through the process to design engaging activities and assessments that support those outcomes.

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Resources from The Blended Course Design Workbook by Katie Linder.

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Resources from The Blended Course Design Workbook by Katie Linder.

# data[].attributes.attachment_link.readable_text
Blended (also called hybrid) classrooms, in which face-to-face interaction is intentionally combined with online activities to aid student learning, are becoming more and more common. By moving content delivery such as lecture to outside-of-class homework using technology tools such as video or lecture capture, more time can be gained for active learning in-class. Moreover, the blended model is proving to be an environment that provides more self-directed, technology-mediated learning experiences for students who will be incorporating technology more and more into their professional lives post-college.

The Blended Course Design Workbook: A Practical Guide meets the need for a user-friendly resource that provides faculty members and administrators with instructions, activities, tools, templates, and a week-by-week structure to guide them through the process of revising their traditional face-to-face course into a blended format. The Blended Course Design Workbook includes detailed instructions for each stage of course design and can be used by faculty across disciplines and with a range of technology comfort levels.

Every component of the workbook has been piloted with faculty designing and implementing blended courses.

Based on backward design principles, The Blended Course Design Workbook provides a step-by-step course design process that emphasizes active learning and student engagement. This book will assist instructors with:

adapting traditional face-to-face courses to a blended environment;

developing course goals and learning objectives, assignments, assessments, and student support mechanisms with technology integration in mind;

choosing the right technologies based on their comfort level with technology and their specific pedagogical needs;

creating a unique course by making choices about their course design based on student learning needs for their chosen topic and discipline.

The Blended Course Design Workbook is a comprehensive guide for faculty and administrators to designing effective and student-centered blended courses.

View the Table of Contents

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Blended (also called hybrid) classrooms, in which face-to-face interaction is intentionally combined with online activities to aid student learning, are becoming more and more common. By moving content delivery such as lecture to outside-of-class homework using technology tools such as video or lecture capture, more time can be gained for active learning in-class.

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An Instructional Design Model for Blended Higher Education .

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An Instructional Design Model for Blended Higher Education .

# data[].attributes.headline
A Didactical Framework for the Design of Blended Learning Arrangements.

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A Didactical Framework for the Design of Blended Learning Arrangements.

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Blended Course Design: a Synthesis of Best Practices. 

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Blended Course Design: a Synthesis of Best Practices. 

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Blended Course Design Template from Oregon State University (USA).

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Blended Course Design Template from Oregon State University (USA).

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Blended Course Design Template from the University of Central Florida (USA).

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Blended Course Design Template from the University of Central Florida (USA).

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Blended Course Design Template from the University of Waterloo (Canada).

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Blended Course Design Template from the University of Waterloo (Canada).

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Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry by  Norman D. Vaughan, Martha Cleveland-Innes and D. Randy Garrison. 

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Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry by  Norman D. Vaughan, Martha Cleveland-Innes and D. Randy Garrison. 

# data[].attributes.headline
Blended Learning in Action: a Practical Guide toward Sustainable Change by Catlin R. Tucker, Tiffany Wycoff and Jason T. Green.

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Blended Learning in Action: a Practical Guide toward Sustainable Change by Catlin R. Tucker, Tiffany Wycoff and Jason T. Green.

# data[].attributes.headline
The Blended Learning Book. Best Practices, Proven Methodologies and Lessons Learned by Josh Bersin.

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The Blended Learning Book. Best Practices, Proven Methodologies and Lessons Learned by Josh Bersin.

# data[].attributes.headline
Blended Learning in Higher Education. Framework, Principles and Guidelines by D. Randy Garrison and Norman D. Vaughan.

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Blended Learning in Higher Education. Framework, Principles and Guidelines by D. Randy Garrison and Norman D. Vaughan.

# data[].attributes.headline
The Blended Learning Toolkit from the University of Wisconsin-Madison (USA).

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The Blended Learning Toolkit from the University of Wisconsin-Madison (USA).

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The Blended Learning Toolkit - created by Blended Learning Fellowship participants - helps instructors new to blended learning develop the necessary skills by providing information about blended learning; highlighting examples and stories of those who are currently integrating blended learning practices into their instruction; providing tutorials and resources for getting started; and building community around blended learning at the...

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Gilly Salmon's 5 Stage Model for Designing Activities

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Gilly Salmon's 5 Stage Model for Designing Activities

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Blended learning basics - blended learning at schools.

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Blended learning basics - blended learning at schools.

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You can still engage your students when teaching online.

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You can still engage your students when teaching online.

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Moving your in-person lecture or discussion course into an online environment typically takes careful thought and preparation time -resources you likely don't have in abundance as your college or university hastens to respond to the global health crisis COVID-19. Similarly, your students may not be prepared to learn in an online environment. For some of them, attending classes virtually may not be their preferred way to learn.

But rest assured: you absolutely can provide a rich learning experience for your students in an online format.

In Part 1, I answered your most pressing questions about transitioning your classroom online. Here in Part 2, I will share my advice on how to take advantage of some unique elements of online teaching, including techniques and features that can be even more powerful and engaging for your students than what they're used to in person. I will also help you deal with some potential drawbacks of online teaching.

Q: Is tone important when teaching online?

Tone has a tremendous impact in an online course. When I teach, I tend to set a relatively formal, intense tone by wearing a suit and tie, whether it's online or in person. A relaxed, conversational tone can set a warmer atmosphere and foster a sense of community. Decide how you want your class to feel. Does it fit with your style? With your school? This will help you decide on a number of things: what the assignments should look like, what the introductions of your students to one another will be like, how you're going to build a community, and what that community is going to feel like to participate in. Is your class going to feel like a business meeting, friends conversing, or somewhere in between?

There is no right or wrong here, but you want to make that choice overtly and consciously, rather than having it just evolve. It might also be helpful to take stock after the first or second class to see how things are going so you can adjust accordingly.

Q: Are there different ways to approach lecture classes versus discussion classes online?

No matter what, try to make classes as interactive as you can. One of your goals when teaching online is to keep students from tuning out. Finding ways to engage students that are also pedagogically meaningful is essential to online learning.

That said, if you're planning to just lecture without any interactive elements, then you'd be better off recording the lecture and making the course asynchronous. Don't make students log in at a set time just to listen to a lecture.

To make a synchronous class more discussion based, interact with students at least every 15 minutes. Set time flags to remind yourself to take questions or run polls. Do something so you're not just speaking. Use the technology that you have available:

Interact with your students through audio and video.

Share your screen so that the whole class can view your PowerPoint slides or other presentation materials.

Hand write notes or draw on screen using a blackboard substitute such as a tablet. If you don't have a tablet, you can type on a keyboard (a quiet one!) or use voice recognition.

Open up a chat. Chat windows are a lot to keep track of, but they are a powerful tool to allow students who aren't speaking to bring up ideas or follow up on previous points. Be sure you occasionally refer to what's being said in the chat comments, so students know you're incorporating their observations into the discussion. Or have a TA or student monitor it and raise salient points periodically.

Use breakout groups-with most online teaching platforms, you can set groups, push a button, and then instantly get students into virtual subgroups.

Remember, things do go wrong, so be prepared with a plan B. And don't let that sense of losing control stress you out. It's going to be okay. Not everything has to be perfect in an online course. Students have been using technology all their lives and understand that things crash.

Q: What's the best way to keep students engaged online?

You have to be larger than life when you are teaching online-since students aren't seeing you in person, you need to be bigger. For starters, don't forget to look at the camera. It takes practice, but if you arrange your setup such that you're looking into the camera by default, that's going to help a lot. And sell. I'm a shameless salesperson when I'm teaching a course, and there's nothing wrong with that. If you don't sell, then students aren't going to be convinced. Engage yourself and show your passion. Maybe it's with hand gestures and vocal intonation. Maybe it's just with the conviction of your words. Remember why you became a teacher and use that energy, that sense of purpose, and convey that to your students.

Here are some other helpful tips and interactive tactics you can use to keep students engaged:

Set high standards for your students. Expect things from them and they will rise to the occasion. If you expect that they're not going to do that much, then guess what? They're not going to do that much.

Allow for time lag. Internet connections are not always going to be perfect. When you speak, your timing is going to be off a little bit-so don't try to accomplish quite as much in the same amount of time. If you ask a question, pause for longer and give students a chance to hear it because there may be a delay.

Keep a class list visible. You can't rely on the participant list in your online platform-it will be constantly changing depending on who logs in, who logs out, and who's speaking. This can be very hard to keep track of, so having a separate class list handy-even if you need to print it out on paper-will simplify this for you.

Engage a range of students. Make sure that you call on different students. Don't let the same voices dominate.

Use warm and cold calls. Use warm calls by letting students know ahead of time that you plan to call on them. You could say, Joe, I'm going to call on you in a little bit. Or email students ahead of time: Joe, I'm going to ask you to talk about this topic. You can also cold call students in a live session. If cold calling produces more anxiety than you are comfortable with, that's fine. Warm calls can be very effective.

Consider the chat window. I mentioned the chat feature earlier. You can open a chat window for periods of time to have an intense discussion and get a lot of ideas out quickly.

Interject discussion at least every 15 minutes. Again, this will wake students up and reengage them or bring them back if they've drifted. Accept the fact that some of them are going to drift, as that's just what happens with online teaching.

Create polls in response to discussion. You can create polls ahead of time to use during class or write them on the spot if something interesting comes up during the discussion. For instance, if someone raises a point you hadn't thought of, conduct a quick poll to see what the entire class thinks about that issue.

Summarize. I don't tend to do this very much in a traditional classroom, but when online students' attention fades, have some way of summarizing what you've been discussing. Even better? Have your students do it. Call on them and say, Can you tell us what we can learn from the last 20 minutes of discussion?

"Don't make students log in at a set time just to listen to a lecture."

Bill Schiano

Q: How do I handle a class of 50 or more students?

A lot depends on how long the class lasts and the format. For example, if you have an 80-minute synchronous class with 50 students, you will probably hear from no more than 25 to 40 students during the meeting. A great tactic to get students more actively involved is to use a breakout session, where students can talk to one another. Or open the chat window so everyone gets a chance to participate by typing their answers or comments, even if they're not all heard in the larger discussion. Another way is to open a shared document and have students type into it.

If I have over 50 students in an asynchronous class, I try to do a lot of the work in groups. If I have 120 students, for example, I'll teach as if there are three classes of 40 or four classes of 30 and have them hold their own discussions. This is more work, so don't do it this way if you don't have the time.

Q: What are best practices for running breakout groups online?

Most of the major tools (Zoom, Adobe Connect, and Blackboard Collaborate, for instance) offer this functionality. Don't be intimidated by it-vendors provide good, brief tutorials on how to use this function. Most will also let you set the groups up before the session starts. But in the simplest case, you just input the number of groups you'd like, and the system will assign everyone instantly.

I find the ideal size of a breakout group to be in the 4- to 7-student range. You can go larger if the students are used to working in virtual groups, although I'd stay below 10 if you can. I try to pop in on each group if there is time, just to check on progress and ask if they have questions. If you want to keep close tabs or have a record, you can disable audio in the breakout rooms. But I typically let them use audio and video in the rooms if it is available. Unless I have a lot of time for the session, I don't do much substantive work with individual breakout groups. If you have a very large class, you probably can't "visit" every group personally. Most tools will let you send messages to groups without joining each one.

If you don't have enough students to make subdividing into groups sensible, then let them work as one group. In that case, I usually "sit in" as their manager, auditor, client, or consultant. To use the group time well, set a clear task; suggest processes that might make them more productive; provide a timer, or regular reminders of time remaining; scope the deliverable so that it will be meaningful and useful; and define the deliverable explicitly.

Q: What's the best way to manage shy or reticent students?

This is a common challenge with online courses. You'll need to decide how important this issue is to you, and then let that determination steer the remedies you implement. For me, it's essential that all students be engaged in the discussion, including turning on their video camera for synchronous sessions and contributing to the conversation. I see it as central to the success of the course and, more importantly, to students' learning and development. My students are in a business school, and they're planning careers that will require them to engage and speak up in physical and virtual meetings.

Here are strategies I often use:

Make it clear that online engagement is required. Technical camera issues are rarely a valid excuse in 2020-students can always use their phones.

Passionately explain why such engagement is important-it's good for the class and it's an important practice for them before they embark on their careers.

Warm call students regularly (some before the synchronous sessions, some during).

Send emails (I use a mail merge to make it seem more personal) to anyone who didn't engage in the previous session. I typically express my interest in hearing from those quiet students in the next session.

Make participation a significant part of the grade, if possible.

Use polls, shared documents, brief writing exercises, or chat to help draw out students' ideas. Then call on individual students to expand their thinking-this doesn't feel as high-pressure as a pure cold call.

Use group work before or during class to prime the discussion. You can assign groups to present the opening part of class, for example. Or you can delegate extra responsibility for the class discussion to a group to ensure you will at least have a small subset of students who are well prepared.

These same techniques also help students from diverse backgrounds who may not be studying in their native language. Many students who are reluctant to speak in physical classrooms find speaking in virtual ones easier. The same techniques you use in the physical classroom remain essential, but pay particular attention to speaking pace (yours and your students'); many of us speed up when we are speaking to a computer.

Also, be honest and talk to your students about this unique situation. Explain why getting comfortable in an online setting is relevant to their careers. This is the way so many meetings happen, and right now, with so many companies canceling conferences and travel, this is the way most work is going to get accomplished for a while. Remind them of that.

Q: Why is it important to build a community among students?

The more you can build community, the more your students will feel invested in the course, and the more likely they are to engage in the work. Plus, by promoting a community among your students, everyone in the class will start to want everyone else to be better, which is very valuable.

There are also benefits to community building that go far beyond your class. The more connections we can build during this time, the better off all of us will be. Many of your students are going to want this connection because they're going to miss being able to physically go to campus or go to the coffee shop and talk to people. Providing some of that connection in the online space will help with the stress and feelings of isolation that this COVID-19 pandemic is very likely to cause.

A simple but important step: make sure your students know each other. There are tools available in your learning management system that foster community by allowing you to build profiles where students can describe their background. Also, encourage your students to chat informally just as they would in a physical classroom-during breaks or before class.
Read Part 1 to learn how to quickly adapt to teaching online and set up your digital classroom.

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You Can Still Engage Your Students When Teaching Online-Here's How

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Moving your in-person lecture or discussion course into an online environment typically takes careful thought and preparation time -resources you likely don't have in abundance as your college or university hastens to respond to the global health crisis COVID-19. Similarly, your students may not be prepared to learn in an online environment.

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Leading Lines - A Podcast on educational technology

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Leading Lines - A Podcast on educational technology

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We're back with another episode exploring the impact of the coronavirus pandemic on higher education. This time we are speaking with one of Derek's colleagues at the Vanderbilt Center for Teaching, Cynthia Brame, about the Online Course Design Institute that was launched in May to help Vanderbilt faculty get ready to teach online this summer [...]

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We're back with another episode exploring the impact of the coronavirus pandemic on higher education. This time we are speaking with one of Derek's colleagues at the Vanderbilt Center for Teaching, Cynthia Brame, about the Online Course Design Institute that was launched in May to help Vanderbilt faculty get ready to teach online this summer [...]

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Digital Education Practices - What Works?

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Digital Education Practices - What Works?

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Episode Notes In this episode, Amanda Rasmussen, an assistant professor and plant ecophysiologist in the Faculty of Sciences at the University of Nottingham, talks about how she used hybrid online, in-person teaching strategies to create a more resilient educational experience. Part of this hybrid approach involved students using a modern collabora...

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Episode Notes In this episode, Amanda Rasmussen, an assistant professor and plant ecophysiologist in the Faculty of Sciences at the University of Nottingham, talks about how she used hybrid online, in-person teaching strategies to create a more resilient educational experience. Part of this hybrid approach involved students using a modern collabora...

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E-tivities: The Key to Active Online Learning by Gilly Salmon.

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E-tivities: The Key to Active Online Learning by Gilly Salmon.

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Table of Contents

Preface

Part 1: Introducing e-tivities

1. E-tivities for active online learning

2. E-tivities in the five stage model

3. Creating e-tivities

4. Choices: The technology spectrum

5. Deploying e-tivities: A team approach

Part II: Resources for practitioners

Ideas

1. Ideas for e-tivities

2. Creativity and e-tivities

3. Using other people's digital materials (OER's)

Designing e-tivities

4. First-time e-tivity designer

5. E-tivity exemplars (?)

6. E-tivity continuum

Structures

7. E-tivity planning

8. Building programs and processes with e-tivities

9. Time Estimates

10. Counting the delivery time

Writing Invitations

11. Correspondence Protocol

12. Learning 'Netspeak'

Development and Improvement

13. Building motivating e-tivities

14. Online emotions

15. More intelligent e-tivities

16. Disabilities and e-tivities

Participants Experience

17. Contributions

18. Patterns of participation

19. Flow and e-tivities

20. E-tivity feedback and plenaries

Carpe Diem

21. The Carpe Diem Process

22. Becoming a Carpe Diem Facilitator

23. The Carpe Diem Planning Process

24. Reality Checkers

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E-tivities: The Key to Active Online Learning

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The world of learning and teaching is at a watershed; confronted by challenges to previous educational models. One learning future lies in impactful, purposeful, active online activities, or 'e-tivities', that keep learners engaged, motivated, and participating. Grounded in the author's action

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E-moderating: The Key to Teaching and Learning Online by Gilly Salmon.

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E-moderating: The Key to Teaching and Learning Online by Gilly Salmon.

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Professor Gilly Salmon has achieved continuity and illumination of the seminal five stage model, together with new research-based developments, in her much-awaited third edition of E-Moderating - the most quoted and successful guide for e-learning practitioners.

Never content to offer superficial revisions or simple "solutions" against the pace of technological advances, the expanding interest and requirements for online learning, and the changes they have wrought, E-Moderating, Third Edition offers a richness of applied topics that will directly impact learners and teachers of all kinds. The book is carefully crafted and supported with evidence, examples, and resources for practical guidelines, making it potentially transformational for all practitioners.

E-Moderating, Third Edition includes:

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education / distance education & learning

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education / distance education & learning

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business; educational; environment; online; open; resources; school; university; virtual; worlds

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E-Moderating [Salmon, Gilly] on Amazon.com. *FREE* shipping on qualifying offers. E-Moderating