The last decade has seen ongoing interest in teaching online, driven in part by changing market demand and abundant technical opportunities to facilitate this. Coupled with different time and skill demands, the role of university teachers has expanded to include the ability to plan, develop and deliver successful online and blended learning modules. This chapter explores the process of designing and delivering online modules through the use of ADDIE, a widely-used instructional design model to illustrate the key steps from evaluating needs to evaluating and refining what is delivered to students. We draw on our experience of developing and delivering online learning to encourage a greater understanding of how students learn online as well as the development needs of all university stakeholders to engage and support this. Practical approaches to developing content and structuring online resources are presented.
Jon Taylor, Richard Terry and Matt Davies
Richard Terry, Jon Taylor and Matt Davies
The global growth of online and blended learning programmes has seen an increase in the use of ‘virtual classroom’ (or ‘webinar’) technology in Higher Education. This has meant that the ability to plan and deliver successful virtual classrooms has become an important skill for university teachers. Virtual classrooms provide opportunities for synchronous interactions in online, blended and even traditional face-to-face programmes. Although the delivery of virtual classrooms will be an increasingly common factor in a teacher’s workload, colleagues may have reservations about the use of this form of learning technology. Some will have concerns about the extent to which the technology can facilitate effective interactions, and others may be daunted by the apparent challenges. We have been using virtual classrooms since 2010, and in this chapter we draw on those experiences to explain their opportunities and advantages, providing advice on how best to exploit them while mitigating risks.