Introduction

The following tables act as a key to understanding how the guidelines and models contained in this resource can relate to existing teaching practices and to the overall principles as outlined in the University's eLearning Vision (PDF, 154kb).

Relating eLearning to face-to-face learning

The following table aims to demystify eLearning by relating it to underlying learning and teaching aims and to traditional face-to-face strategies. 

Underlying learning and teaching aimTypical face-to-face mode strategy

Typical online mode strategy

Where to go for more information
Deliver teacher presented contentLecture

Synchronous delivery of didactic content

Pre-recorded 'lecture' presentations

Asynchronous delivery, (time and place dependent) students can choose when to access presentation. Using the 'flipped classroom' model to move passive lecture content online freeing up face-to-face time for more active engagement with students.

 

 

Blended delivery

 

Provide course materialCourse workbookOnline resources, readings, and links.How to add files

How to add links
Teacher - student interactionTutorialTeacher-led, topic based discussion forum.

Synchronous communication using virtual classrooms.

Online facilitation: supporting active student engagement 

How to add discussion forums in Moodle 

 

 

Virtual classrooms

Student - student interaction / Peer LearningTutorial

Interactions in teacher - led discussion forums and more open student-centred discussion forums. 

Synchronous communication using virtual classrooms.

As above
Group work and collaboration Group work in classOpen forums to encourage collaboration.

Online group work activities, wikis and group forums in Moodle.
The forum tool in Moodle
Early formative feedback/ assessment given to studentsFeedback given in tutorials via results for in-class quizzesFeedback given online via automated feedback, self-marking or teacher-marking.Embedding formative feedback into your online course quizzes
Scaffolding of learningBuilding on existing knowledge in pacing the introduction of topics, providing extra support in tutorials to reinforce concepts before moving on.Appropriate learning design strategies used in laying-out and structuring content in online course. 

Embedding points of consolidation and testing of concepts at the conclusion of a topic, for example, discussion forums and quizzes to test understanding before moving on.
Moodle course design and setup guidelines

Embedding formative feedback into your online course using quizzes.

Relating eLearning models and approaches to the principles outlined in the eLearning vision

The University has developed an overarching eLearning vision to help guide strategy and adoption of eLearning. The following table relates the principles of the eLearning vision to some of the practical models and guidelines contained in this online resource. View the eLearning vision (PDF,157KB)

 

PrincipleHow this could relate to eLearning practiceWhere to go for more information
1. A learner-centred approach

  • Options of learning modes.
  • Refocus thinking from teacher to student, from content to experience of content.
Online content and activities being time and place independent (asynchronous) allowing more flexibility for students.

Blended delivery

 

Wholly online delivery

2. Interactive learning

  • Move away from didactic teaching.
  • Interactivity between staff and students.
  • Opportunities for students to test their understanding, ask and answer questions, workshop ideas and think more deeply about concepts.
  • Collaborative or social learning / Peer learning.

Online presentation of didactic lecture content freeing up face-to-face time for more interactive learning.

Interactivity and peer/social learning online using discussion forums and virtual classrooms.

Online presentation / Flipped classroom


Online facilitation: supporting active student engagement

 

Virtual classrooms

3. Rich, engaging media

  • Combination of audio, video, web-based resources, graphics and animation and online communications forums to engage and motivate students.
  • Diversity in the manner in which information is presented maximises the opportunity for students to engage in ways appropriate to their learning. styles and preferences.

Provision of teacher created 'lecture' content as online presentations using audio/visual elements.

Use of available open content, such as open education resources, SCORM packages and audio/visual content including podcasts and YouTube videos.

Online presentation

Video production

 

Open content (Open educational resources) (OER)

4. Supported engagement

  • Support is critical to student success and should be built into the design of courses.
  • Learning activities and formative and summative assessment tasks within courses can include skill building and opportunities for student development.
  • Quizzes and rapid feedback.
  • Self-paced supplementary material can assist students to self-assess and take responsibility for their learning.
  • Carefully designed peer activities.
Effective course design that provides opportunities for engagement.

Blended delivery



Wholly online delivery


Online facilitation: supporting active student engagement

5. Personalised learning

  • Students ability to work at own pace, monitoring their own learning.
  • Review of concepts via recorded presentations.
  • Time and place independent.

Adding content, including additional content, to online course page enabling students to work ahead.

Embedding points of reflection/consolidation such as self-marking quizzes to allow students to test knowledge and moderate progress.


Moodle Course design and setup guidelines

Blended delivery

Embedding formative feedback into your online course using quizzes

6. Accessibility

  • Access to higher education for remote and rural students.
  • Usability, appropriate online course structure and scaffold, universal design principles and web compliance.
Blended, wholly online and aggregated delivery models to cater for wider range of students in remote and rural locations. Appropriate course design and setup that takes into account usability/accessibility issues and principles of web design. 
Blended delivery


Wholly online
(Distance)


Delivery for aggregated
demand

Moodle Course design and setup guidelines

Laying out your course in Moodle

 

7. Authenticity

  • Situated or 'authentic' learning.
  • Methods and topics that are 'real - world', prepare students for life and work beyond graduation.
Capture of authentic tasks and reflections on learning in student's ePortfolio to enable student to keep records of learning and graduate attributes.ePortfolios