How to design online, flipped and in-person courses – from lesson planning and technology use to assessment – that maximise student engagement, inclusivity and learning outcomes
Too many educators still view online as a second-rate form of teaching, but it does not have to be. In this video, Stephen Hersh offers advice on how to offer first-class teaching via Zoom
Interactive learning is an effective way to keep remote students engaged with online courses. Sara Wolfson offers four tips on how to design classes with a strong focus on interactive elements
Peer-to-peer learning brings major benefits for students and instructors. Here, Zachary Walker explains how to encourage your students to learn from each other and why this can be so effective when teaching online
The sudden shift to online forced university staff to rethink and redesign classes often with little experience or knowledge of remote teaching. Helen Carmichael and Bobbi Moore explain how the University of Southampton supported all faculties to ensure high-quality online courses
How can universities monitor and guarantee the quality of their online courses? Here Geo Laws talks about how establish a robust quality framework for online teaching
Higher education remains awash with claims and theories that are backed by little evidence. Here, Celia Popovic and Fiona Smart debunk some of the more common ‘fake news’ myths in relation to teaching and look at how to apply this knowledge in online courses
The rapid move to online teaching risks lecturers becoming over reliant on technology and steadily disappearing from their own courses. Here Glenn Geher argues the case for instructors remaining at the heart of their classes and only using technology to support their teaching
Ioannis Gaitanidis explains how designed his asynchronous online teaching to foster the same level of spontaneous student discussion as his in-person classes
Having reopened for a new academic year, universities are now looking ahead to how they can deliver the best possible online teaching for the longer term. Here, Robert MacIntosh highlights what has been learned so far in the rapid transition to digital teaching and learning
