Introduction to Online Teaching :: Heroes2021 (IV-

A B1)

The Course Details

The Synopsis
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Online education, although not new, has become a major focus for educators around the world in recent months due to global
events.  However, the definition of what this actually means has been very fluid.  As well as providing an opportunity to
experience online learning as a student, this course will examine different models of online learning and provide an opportunity
for educators to reflect on their current needs and practices.  The course will then explore the different components of an online
course and examine some online tools to facilitate those processes.

Modes of Instruction

Instruction
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This course will be conducted online through Akadasia's FREEJOO Learning Management Platform.
Participants will be required to read the tutorials, watch the videos, and complete all the assessments in-order to complete this
course.
A Certificate of Completion will only be issued to those participants who complete the course requirements in
full.

LESSON 1 PEDAGOGY
Distance Education
How Does Distance Education Relate to Online Education?

Online learning is a method of distance education, which is not something new.  Distance
education has been around for over a century, and students choose this form of learning
for a variety of reasons:  time factors, family commitments, ease of access.  Distance
education has taken many different formats:

 Correspondence Courses: conducted through regular mail with little

interaction. 
  Telecourses: where content is delivered via radio or television broadcast. 

 CD-ROM Courses: where the student interacts with static computer content. 

 Online Learning: Internet-based courses offered synchronously and/or

asynchronously. 

 Mobile Learning: By means of devices such as smartphones.

As technology has developed, obviously this has impacted the way distance
education takes place, and internet connectivity has changed the format and
possibilities of these courses.  Online learning has become a buzzword, particularly
in recent times and with current world events.  However, as teachers have grappled
with a sudden urgent need to provide online learning opportunities, the definition
of online learning has meant different things to different people.  This course will
examine some of those different models that have been adopted by teachers in a
time of crisis during COVID-19, explore the possibilities that are available so that teachers
can make a more reasoned plan for their teaching, and give some practical suggestions of
how to make this successful.

If you would like a deeper dive into understanding the history of distance education, watch
the video on the next page.

https://www.youtube.com/watch?v=e-2bAr_-COk

COVID-19's Impact on Education

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While countries are at different points in their COVID-19 infection rates, worldwide there are currently more than 1.2 billion
learners in 186 countries affected by school closures due to the pandemic. With this sudden shift away from the classroom in
many parts of the globe, some are wondering whether the adoption of online learning will continue to persist post-pandemic, and
how such a shift would impact the worldwide education market.
While some believe that the unplanned and rapid move to online learning – with no training, insufficient
bandwidth, and little preparation – will result in a poor user experience that is inconducive to sustained growth,
we at Akadasia believe that a new hybrid model of education will emerge, with significant benefits. 
It is clear that this pandemic has utterly disrupted the education system. In his book, “21 Lessons for the 21st
Century”, scholar Yuval Noah Harari outlines how schools continue to focus on traditional academic skills and
rote learning, rather than on skills such as critical thinking and adaptability, which will be more important for
success in the future. Could the move to online learning be the catalyst to create a new, more effective method
of educating students? While some worry that the hasty nature of the transition online may have hindered this
goal, others plan to make e-learning part of their ‘new normal’ after experiencing the benefits first-hand.

https://www.youtube.com/watch?v=vztaRNGnN1g

Online Education
Remote Vs Online Learning
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As the world began to shut down due to the pandemic, teachers were suddenly faced with
the massive challenge of moving their content to an online platform and delivering their
teaching from home.  Whether they realised it or not, what most teachers ended up doing
was providing remote learning rather than online learning.

Remote education focuses on teaching the same content but just in a different
format.  So for example, in the scramble to continue teaching during lockdown,
educators used synchronous meeting tools such as Google Meet, Zoom or Skype to
meet with their students to teach content, check in with them and give feedback or
instructions.  While this connection with students is obviously crucial, remote
learning does not adequately provide opportunities for interaction between
students or indeed between students and teacher.  It’s true that this face-to-face
platform can provide stability (students know when they have a class and what to
do during that lesson), but as a teaching tool it can be problematic for many
reasons.  For example it depends on reliable connectivity.  Furthermore, students’
reluctance to interact in this way can make the lessons quite boring, and the
absence of body language to check engagement and understanding and cause
challenges.  Remote education is also rather solitary.  Students log in and watch a
video or lecture alone.  They might post an assignment or comment on a message
board using a tool such as Showbie or Flipgrid, but the opportunities to actually
engage with other students are - well - remote :-)

Obviously, given the nature of the urgency to teach online with little training or time to
prepare, teachers should be applauded for the way they managed that sudden change to
meet the needs of their students.  However, perhaps this remote education model is not
the best one for our students.  True online education is when we design courses differently
for an online platform.  We consider how we can bring elements of a traditional classroom
(such as interaction, assessment, different ways to deliver content) into an online platform,
and what we may need to do differently.  We will need to think of different ways to have
discussions, create opportunities for pair/group work, how to create platforms for students
to present their work and dive deeper into their subject.  Remote education does not really
change the content or format of the teaching/learning experience, whereas online
education considers how to adapt teaching/learning to this new medium.  The pedagogy of
a lesson does not change, but we explore different ways of managing those different
components so that we can encourage interaction as we would in a traditional class.
The video that follows gives examples of what online learning could entail. As you watch it,
consider the different tools mentioned to enhance teaching and learning in an online
platform. Which kind of tools would you like to explore further?

E-Learning : An Explainer Video

https://www.youtube.com/watch?v=viHILXVY_eU

A Final Note
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You may be working in a country where all education is still online, and you are
considering how to make this (more) effective, by moving from remote education to
a more interactive and considered, planned form of online learning.  Now that we
have had time to reflect on our experiences over recent months, you may be in a
position where you are thinking through how to be more proactive rather than
reactive in your planning for the terms ahead.

Or perhaps you are in a situation where you are returning to the classroom and will
have face to face classes for some of the time, and need to think about how to
manage that, as well as online instruction.

Or perhaps you are in a position where all your teaching will be face to face but the
past few months have given you time to reassess how you deliver your teaching,
and you would like to explore using more technology inside (and outside) your
classroom with your students.  

The section that follows explores those models in a bit more detail as you think
ahead to the future.  If that is not your reality right now, and you are only teaching
online, feel free to skip this information for now, or read to plan for the medium
term if you so wish.
Hybrid / Blended Education

The Hybrid Learning Model

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We don’t know for sure what education will look like in the future, but one thing is for sure, and that is the need
to adapt and evolve. 
As educators look at re-starting schools, the priority must be to transform learning in ways that provide
students with the best experience possible while ensuring the safety of all. This, of course, is easier said than
done. However one thing is for certain. Business as usual just won’t cut it.  
The lessons learned during COVID19 provide opportunities to re-envision what schools can be. Now efforts
have to be made in developing a practical path forward. So, what might this look like going forward? 
We at Akadasia believe that a hybrid learning model maybe the one to consider. 
The premise of a hybrid learning model is to combine traditional and non-traditional methodologies to improve
education while ensuring that high-quality learning for all learners. Hybrid learning combines face-to-face and
online teaching into one cohesive experience. Approximately half of the class sessions are on-campus, while
the other half will have students working online. 
Although that may sound like a cut-and-dry formula, a lot of planning is needed to ensure that hybrid works
well, allowing its two formats to capitalise on each other’s strengths.
Hybrid, represents the combination of two or more different things. Some might argue that education has
always embraced this approach. Yes, to some extent, but definitely not scaled in a way that has led to system-
wide transformation.  With the inherent challenges ahead, a uniform hybrid model is necessary for success. 
The image below begins to visualise what this could look like as schools begin to transform teaching, learning,
and leadership.
 
 
Face-to-face
It’s not a matter if, but when students return to school. The most powerful relationships for students form
through interactions with teachers, administrators, and peers. In most cases, the consensus is that high-quality
instruction and effective pedagogy are facilitated best when educators are physically with their students. The
key is to utilise the time better. 
Teaching and learning tools
The success of a hybrid model does, in part, rely on the purposeful and strategic use of technology. These tools
can be instrumental in providing needed or supplemental support to close achievement gaps, provide
independent practice, and help learners move ahead if they have already mastered the content. Blended
pathways are the best options for the seamless integration of adaptive learning tools. 
Flexible schedules
The idea behind any hybrid-learning model is altering the “traditional” school day schedule (and calendar for
that matter) to make the best use of time and resources. Flexible scheduling patterns address the concern for
more appropriate learning environments for students and respond to the need, not for schools to be more
organised, but to be more flexible and creative in their use of time (Spear, 1992). Flexible scheduling allows
schools to optimise time, space, staff, and facilities and to add variety to their curriculum offerings and teaching
strategies (Canady & Rettig, 1995).
Blended Learning
One of the best strategies to personalise the experience for students is blended learning. Blended instruction is
what the teacher does with technology. Blended learning is where students use tech to have control over path,
place, and pace. The key is to focus on sound pedagogical strategies that will help to ensure improving student
learning outcomes. To learn more about blended learning, watch the video that follows.

What is Blended Learning?

https://www.youtube.com/watch?v=lIh4jJlvF44

Possibilities in Blended Learning

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"Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have
control over path, place, and pace." - Eric Sheninger 

Image credit: http://www.staloysiusla.org
As we consider hybrid/blended models of education, particularly in current situations in our societies, we need
to make sure our activities are organised in a planned, pedagogically valuable manner” (The Sloan Consortium). 
Although we may have different ideas of what 'valuable' might mean in this context, it would be useful to
consider some different models of what blended/hybrid learning might look like.
It could mean some of the following: 
- Students doing face to face group work in the classroom and then going home to create a video to
demonstrate their understanding as part of an assessment 
- Learning course content online through videos or readings, and then receiving face to face tutoring between
online lessons 
- Learning course content in the classroom and then creating reflections about the learning through online
discussions or video tools. 
There are many other possibilities to consider if you find yourself in this situation where you will see your
students for some time face to face and the rest of the course will be online.  The next page delves into some of
those possibilities in great detail.
Types of Blended Learning
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Some of the different types of blended learning include:

The ‘Flipped Classroom’ Blended Learning
Perhaps the most widely known version of blended learning, a ‘Flipped Classroom’ is one where students are
introduced to content at home, and practice working through it at school supported by a teacher and/or peers.
In this way, traditional roles for each space are ‘flipped.’
Flex Blended Learning
The ‘Flex’ is included in types of Blended Learning and its model is one in which… “a course or subject in which
online learning is the backbone of student learning, even if it directs students to offline activities at times.
Students move on an individually customised, fluid schedule among learning modalities. The teacher of record
is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments.
The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis
through activities such as small-group instruction, group projects, and individual tutoring."
Remote Blended Learning (also referred to as Enriched Virtual)
In Enriched Virtual blended learning, the student’s focus is on completing online coursework while only meeting
with the teacher intermittently or as-needed.  This approach differs from the 'Flipped Classroom' model in the
balance of online to face-to-face instructional time. In an Enriched Virtual blended learning model, students
would not see, not work with, nor learn from a teacher on a daily basis face-to-face.  But they would in a
‘flipped’ setting.  It is similar to a mix of Self-Directed, Flex Blended Learning, & Flipped Classroom. It is primarily
characterised by students completing coursework remotely and independently.
Individual Rotation Blended Learning
The Individual Rotation model allows students to rotate through stations, but on individual schedules set by a
teacher or software algorithm. Unlike other rotation models, students do not necessarily rotate to every station;
they rotate only to the activities scheduled on their playlists.  This is characterised by the personalisation of
student learning as determined by individual schedules that have the chance to better meet the needs of each
student.
Project-Based Blended Learning
Blended Project-Based Learning is a model in which the student uses both online learning—either in the form
of courses or self-directed access—and face-to-face instruction and collaboration to design, iterate, and publish
project-based learning assignments, products, and related artefacts. It is primarily characterised by the use of
online resources to support project-based learning.
Self-Directed Blended Learning
In Self-Directed blended learning, students use a combination of online and face-to-face learning to guide their
own personalised inquiry, achieve formal learning goals, connect with mentors physically and digitally, etc. As
the learning is self-directed, the roles of ‘online learning’ and physical teachers change, and there are no formal
online courses to complete.  In Self-Directed blended learning, one challenge for teachers is to be able to judge
the (somehow) success of the learning experience without de-authenticating it. For students, the challenge is to
seek out models of products, processes, and potential that can provide the kind of spark that can sustain
learning while being self-aware enough to know what’s working and why, and to make adjustments accordingly.
Some students need very little to soar, while others need support through very clear pathways that they can
guide themselves through with autonomy and self-criticism.

How To Implement A Blended Learning Strategy

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Blended learning approaches have recently been credited for achieving extraordinary student learning results.
With any new approach it’s important to know how to make the most of it. So, what are the keys to a successful
blended learning strategy? How can schools guarantee an effective launch of a blended pedagogy? 
Teacher up-skilling
With any educational methodology it’s important to provide teacher support and professional learning in order
for teachers to grown and achieve positive results. Providing teachers with individual coaching and goal setting
is a good way to foster and monitor a successful Blended Learning strategy. Through regular sessions with
teacher who use these methods daily, you will be able to see how to improve its implementation in the
classroom. It’s beneficial to create and model best practices, as well as regular feedback meetings, to provide a
targeted approach and make the most of blended techniques. Well informed staff and school administrators
generate better results, both in teaching practices and student achievement. Akadasia provides several teacher
up-skilling programs that you may want to consider taking up in-order to help you better facilitate your online
courses.
 
Personalised Instruction within the group
It’s often said that small groups work best. The philosophy behind this is that smaller student numbers allow
teachers to give students more individualised attention. It targets individual learning needs. While this makes a
lot of sense, using Blended Learning optimised environments such as FREEJOO. makes personalised instruction
a lot easier and more manageable. The teacher can give personalised attention inside a larger group without
missing the smaller errors or sticking points. 
As the teacher you can oversee the learning progress of the whole group while targeting specific areas and
giving help where its most necessary while the online platform works with the student to correct smaller more
binary mistakes. This gives the opportunity for building stronger relationships with individual students as well
as ensuring a comprehensive and corrective learning process.
 
High-quality technology
Another one of the keys to a successful blended learning strategy is the technology teachers can use in class.
However, it’s easy to blind ourselves by the amount of platforms and solutions on the market. Just a
technological solution isn’t enough. It has to be a high-quality and intuitive solution to really make a difference
to your blended learning strategy. Our FREEJOO Learning Content Management Platform includes features to
reduce the administration burden on teachers.  Using FREEJOO, helps teachers take control of class content
and offers them an easy-to-use program interface where they can edit, change or add new interactive activities
with just one click of a button.
- Easy-to-use student evaluation and student monitoring
- Cloud content to compliment the course
- Interactive multimedia activities, which are also customisable
- Instantaneous feedback to students, either automatic or customisable by the teacher
 
These are just some of the features that come with FREEJOO. 
Technology is our friend, not our enemy and is a key tool for engaging students in the learning process. 

A Real Example
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Using Blended Learning for Futurepreneur 101

https://www.youtube.com/watch?v=-Dn8OOyrnhs

The Future of Education

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TedX Talk on Blended Learning

https://www.youtube.com/watch?v=Mb2d8E1dZjY

A Final Note
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As you consider your teaching in the months ahead, you may want to reflect on
what type of model of education best suits the needs and situation of your students
right now. You may be in a situation where all your teaching will be online for the
forseeable future. You may be in a situation where you need to consider a blended
approach, and think about what parts of your course are best suited to face to face
or online, and how you are going to do that.

Whatever your current situation, once you have considered the 'what' question -
what model of teaching and learning applies to my current situation - you will need
to consider the 'how' - how do I use online tools to meet these goals.

The next unit explores some of these questions in greater detail, comparing some
of the different tools, such as learning management systems and communication
tools.
LESSON 2 TECHNOLOGY
Tools - Learning Management Systems
Tools for Online Education

The term "Learning Management System" (LMS) makes an appearance quite frequently in eLearning articles, tip
sheets, and beginner’s guides. As such, it’s important to get a good grasp on what a Learning Management
System entails and the benefits it brings. An LMS allows instructors to design and deliver their courses within a
flexible framework that includes a number of different tools to enable teaching and learning and to occur. 
Typically, assets are uploaded to the Learning Management System, which makes them easily accessible for
remote learners. In some cases, the LMS may even have built-in eLearning authoring tools that allow you to
develop online training materials without additional third-party software. 
Think of a Learning Management System as a vast repository where you can store and track information.
Anyone with a login and password can access these online training resources whenever and wherever. For self-
hosted Learning Management Systems, users must also have the LMS software installed on their hard drive or
access to the company’s server. Whatever the installation option, the thing to bear in mind is that LMS users fall
into two categories: First, online learners who use the Learning Management System to participate in online
training courses; second, the teaching team that relies on the LMS platform to disburse information and update
the online training content. 
Some of the more popular Learning Management Systems include : 
- FREEJOO (https://www.akadasia.com) 
- Canvas (www.instructure.com) 
- Blackboard (www.blackboard.com) 
- Moodle (www.moodle.com) 
- Google Classroom (classroom.google.com) 

Features Of A Learning Management System

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All Learning Management Systems offer functionality which allows instructors to deliver course content, enable
communications, and conduct evaluations. The most common tools offered by the LMS include: 
- Schedule: For posting and viewing deadlines, events, etc.  
- Announcements: For posting current information to all students. 
- Syllabus: For creating and posting the course syllabus. 
- Modules: For publishing and viewing course content in sections. 
- Assignments: For posting, submitting, and grading student work. 
- Discussion Board: For asynchronous discussions, group work, and collaboration. 
- Tests & Quizzes: For authoring and administering exams, quizzes, surveys, etc. 
- Grade-book: For posting and managing student grades.  

Benefits Of A Learning Management System

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Organises And Safely Stores Data: Learning Management Systems allow you to gather all Data in one
location. This also makes it easier to maintain and update your learning materials. In addition, most LMSs
feature advanced encryption so that you don’t have to worry about data falling into the wrong hands. 
Monitors Learner Progress And Performance: Virtually all LMS platforms feature built in reporting and
analytics. Thus, you’re able to track various aspects of your online training program. If the Learning
Management System lacks sufficient reporting capabilities, you can typically purchase add-ons or plug-ins to
boost its functionality. You can track everything from learner engagement to eLearning assessment results. This
means that you can identify patterns and trends, especially since many LMSs provide data visualisations, such
as graphs and charts. 
Improves Resource Allocation: There are a number of ways that LMS platforms can help you allocate online
training resources more effectively. First and foremost, you can identify aspects of your online training program
that aren’t meeting expectations. Low learner engagement is usually an indicator that you need to reevaluate
an online training module or activity. Secondly, Learning Management Systems help your eLearning team
update online training assets more rapidly. Then there’s the matter of deploying online training resources on a
global scale. Thus, you have the power to keep corporate learners up to date using a single tool. 
Personalises The Online Training Experience: You can assign different learning paths or online training
resources for individual corporate learners with the help of an LMS. Therefore, everyone gets the individualised
online training they need based on their learning goals, job duties, and various other criteria. There’s even the
option to unlock the navigation so that corporate learners can choose their own online training activities and
coursework. All this translates into more effective online training experiences and increased learner
satisfaction. Not to mention, improved memory retention and engagement. 
Improves eLearning Accessibility: Modern learners expect online training resources on demand. After all, we
live in the digital age, where information is always at our fingertips, thanks to smartphones. Learning
Management Systems allow you to deploy and track online training courses without geographical limitations.
So long as they can login to the system, learners have the opportunity to expand their knowledge and hone
skills. 

A Comparison
Google Classroom vs. FREEJOO

https://www.youtube.com/watch?v=cm65nQ-IGYA

Tools - Communication Systems

Communication, Productivity & Collaboration Tools

Communication, Productivity & Collaboration Tools
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Communication is key to the successful transfer of knowledge in any teaching and learning environment. It is a
means for teachers to impart instructions, lessons and any other information that may be important to
teaching and learning. For students, it is a means to clarify their doubts, discuss topics and share ideas with
their group mates and to provide an understanding of their knowledge whenever necessary. 
Effective communication requires careful planning and uses many different tools. In this section, we will discuss
those tools, as well as planning guidelines, to facilitate easy communication between teachers and students.
There are several communication, productivity & collaboration tools that are used in order to facilitate better
communication in a teaching and learning environment. Some of these tools are : 
- Email: Outlook, Gmail, Yahoo, Apple Mail
- SMS / Text Messaging / Group Chat: WhatsApp, Viber, Telegram
- Video / Web Conferencing: Zoom, FaceTime, Jitsi, Skype, Google Meet
- Social Networking Sites: Facebook Messenger, Twitter, Instagram
- Online Collaboration Tools: Lark, Slack, Microsoft Teams  

A Comparison
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Jitsi vs. Zoom vs. Google Meet

https://www.youtube.com/watch?v=AgCpsb_KHuM

LESSON 3 RECOMMENDATIONS
The Importance of Netiquette
What is Netiquette?
Please Download The Handout After Watching The
Video (http://freejoo.com/asset-
v1:Akadasia+AAITOT101+2020_R1_H21_IVA_B1+type@a
sset+block@Netiquette___Instruct_ional_Resources.pdf)

https://www.youtube.com/watch?v=WlVrHjKLaUw
Unlearn and Relearn

Unlearn
There are a lot of common misconceptions about online learning that teachers need to unlearn before they can
start teaching online. Some of these are as follows: 
“Online classes are like slow cookers: Set and forget.”   
Many faculty members still treat this to be true. Perhaps in part because online courses take so much
preparation before the first day of class — ideally, all content (assessments, activities, prompts) is created in
advance and in place for a complete experience — many academics seem to believe that students should be
able to walk themselves through an online course without much active guidance from the instructor. That is a
recipe for disaster. 
In-order for the self paced classes to work, the students need to have a high level of motivation, which most
online learners, struggling to balance school work and family obligations, simply can’t muster on their own. 
Instead, plan to guide your online class actively and frequently. Just as you advise your students to do, block out
time in your weekly calendar as if you were attending class in person. Post announcements, give further
explanations, provide tips on forthcoming assignments, answer questions, reply to online discussion posts,
grade students’ work. When teaching in person, you don’t expect students to proceed without regular guidance.
The same need for continuous faculty involvement holds true online as well. 
“Online students are lazy and disengaged.” 
Many online students are prone to minimal engagement or drifting away from class altogether. Does online
education attract a certain type of personality, people who are not highly motivated to succeed? Or have we
inadvertently created conditions online that contribute to student disengagement? Things like: 
- Confusing and unappealing course designs. 
- A shortage of faculty expertise in excellent online instruction. 
- The inherent technical challenges of learning online. 
- A student population that tends to be working and/or raising children while pursuing degrees.
With that combination of circumstances, it’s not surprising that some online students do only the minimum
required.
Online learning requires high-level executive-function skills that some students may not possess. The lack of
social and logistical support that is an inherent part of in-person education — where students interact with the
instructor and their peers on a regular basis inside a physical classroom — means that online students must be
able to manage their time well, motivate themselves, direct and regulate their own learning, and seek
appropriate help when needed. But often they simply can’t do all of that on their own.
Good online teaching requires the teachers to make an extra effort to help those students persist, learn deeply,
and experience transformation as a result of your online classes. That takes some awareness of the challenges
of online education. It takes careful thought. Planning. Caring. But it can be done. 
“Online classes don’t work.” 
A majority of the teachers don’t agree that online learning is effective. The common belief is that students don’t
learn as well online as they do in person. In short, they believe that online education just doesn’t work. 
But we have plenty of evidence that online courses can produce student-learning outcomes comparable to
those of in-person courses. Note my use of the word “can.” Much like the best in-person courses, the high-
quality online versions require excellent online teachers. The onus is on teachers to design and teach those
highly engaging and effective online classes. 
“Teaching online is not as enjoyable as teaching in person.”
We all know that many academics don’t perceive online teaching to be as rewarding as teaching in person. But
could that be because we aren’t doing it right? 
If you find online education to be unsatisfying, that might be because the activities you undertake when
“teaching” online resemble administrative tasks more than dynamic co-construction of new knowledge with
students. You log in to grade student work, check boxes, go through the motions, manage operational
functions. No wonder it doesn’t seem fulfilling. Those activities are boring. 
But online teaching can certainly be rewarding — if in ways different from the face-to-face version. Online
teaching will allow you to get glimpses into your students’ personal lives, those tangible experiences of the
challenges they choose to overcome to complete the learnings, assignments and assessments. 
Embracing those differences — the advantages of online classes, the technological opportunities afforded by a
classroom without walls — is how we find joy in teaching online. 

Relearn
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In online teaching, you are a “guide on the side,” not a “sage on the stage.” 
Online education is a powerful, flexible medium that can offer transformative learning experiences to your
students – but it is up to you as the instructor to make that happen. Success in the face-to-face classroom is no
guarantee for success in online teaching. 
The goal of the two formats is the same – to help students develop knowledge, skills, and understanding – but
what works well in the classroom may be only minimally effective online, and vice-versa. Your first step to being
a successful online instructor is to recognise that you will need to approach it as a unique experience. You will
need to unlearn some old ways of teaching before re-learning new ways of teaching. 
Here are four tips to orient yourself toward effective online instruction:  
Make online learning an active experience
A good online course is not simply a repository for articles, PowerPoint slides, and multiple- choice tests. While
these components may occupy a small part of a successful online course, they are limited in their ability to
engage students and develop critical thinking skills. It is up to you to take what are otherwise passive,
consumption-model materials and replace them with active learning experiences.  
Use a variety of resources and activities
Videos tend to be more engaging than PowerPoint slides, but relying on videos alone (or any single type of
resource) doesn’t guarantee effective instruction. In the world of online learning, the sky's the limit! Think about
ways to incorporate simulations, interactive websites, online museum exhibitions, social media, and
gamification.  
Be a regular, visible presence in the course
You might put a great amount of time and effort into creating your online course’s resources and activities,
ensuring that they are both interactive and engaging, but you also need to log in regularly and provide
individualised feedback, discussion comments, and summaries of each unit’s “big ideas.” Simply responding to
student emails is not enough; you need to initiate regular contact to show that you are present and that you
care about student learning. If you don’t seem to care, why should they?  
Know your learner in order to use Pedagogy or Andragogy
Pedagogy is a model of learning that is appropriate for younger students, who have limited life experiences and
depend more on the instructor for guidance and instruction. Andragogy, on the other hand, is better suited to
working with older learners, and is guided by the following assumptions: 
- Older learners are internally motivated and self-directed. 
- They bring life experiences and knowledge to learning experiences. 
- They are goal-oriented. 
- Older learners place a high value on relevance and practicality. 
- They like to be respected as equals. (Knowles 1984:12) 

The Do's and Dont's

The Top Three Do's
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- Ensure that the tools you use for communication and collaboration between teachers with teachers, teachers
with students and students with students are consistent across the campus.
- Establish clear communication protocols so that all stakeholders practise proper netiquette when
communicating with each other online.
- Check to see if your students have access to the internet and digital devices at all time

The Top Three Dont's

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- Don't underestimate the importance of communications and collaboration in online teaching and learning.
- Never assume your students will read and / or understand all the instructions easily, Hence, be as precise and
detailed with the instructions.
- Do not overlook the fact that not all your students may have access to digital devices and / or access to the
internet. In many cases, the families may be sharing one computer or the students can only use their parent’s
mobile devices at certain times.  

Checkpoint Quiz
Assessment 1 -- Part 1 of 2
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What are some of the strategies a teacher can use to

guide students through an online course?
0.0/3.0 points (graded)

Make sure all material is available on the first day of the course.

Let the students go through all the material by themselves.

Set times to be available each week to interact with learners on the course.

Answer every single message posted in a discussion board.

Post announcements on discussion boards.

Answer questions posed by learners in online discussions.

Submit
Some problems have options such as save, reset, hints, or show answer. These options
follow the Submit button.

What are some of the reasons for lack of student

engagement in online courses?
0.0/2.0 points (graded)

Students are not motivated in online courses.

Students don't have enough time to complete all their assignments.

Students might not have the technical skills to interact with the material.

The course design might be confusing or unappealing.

It is difficult to engage in an online course.

Submit

Some problems have options such as save, reset, hints, or show answer. These options
follow the Submit button.

One of the best practices suggested is to be a 'guide on the

side', not a 'sage on the stage'. What do you understand
by this?
1.0/1.0 point (graded)

An online teacher's role is to facilitate rather than teach. correct

The teacher knows more than the students.

The teacher's role is not as important in an online class.

Submit

Some problems have options such as save, reset, hints, or show answer. These options
follow the Submit button.
Assessment 1 -- Part 2 of 2
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Why is it not effective to use a learning management

system to simply post materials?
1.0/1.0 point (graded)

Students might be overwhelmed with the amount of materials and not look at all of
them.

It might make students lazy to develop their research skills.

Posting readings and powerpoints does not give opportunities to develop critical
thinking materials. correct

Submit

Some problems have options such as save, reset, hints, or show answer. These options
follow the Submit button.

Show Answer

Why is it important to use a variety of resources and

activities online?
1.0/1.0 point (graded)

Videos are difficult to make for online classes.

Teachers can cater for different needs and interests. correct

Students learn best when playing games.

Answer

Correct:

As in any classroom, students can get bored easily through repetitive activities, and it is
important to maintain motivation through different types of instruction and engagement.
The internet provides a number of different ways of doing this, and this will be further
explored in the next course.

Submit
Some problems have options such as save, reset, hints, or show answer. These options
follow the Submit button.

Show Answer

When would andragogy be a suitable course format?

1.0/1.0 point (graded)

With younger students

With students who are able to manage their own learning correct

With students who need guidance in motivation

You're Almost Done

Reflecting on What You've Learned
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For the Final Assessment, you will need to write two (2) essays or reflection papers
regarding the entire course.

The criteria and rubric for evaluating your submissions can be found HERE.

(http://freejoo.com/assets/courseware/v1/535ababb4e32759fbe3246ac080c71e0/a
sset-
v1:Akadasia+AAITOT101+2020_R1_H21_IVA_B1+type@asset+block/IOT_Essay_Rubri
cs.pdf)

To begin, proceed to the next section (by clicking the 'Next' button) and fill up the
essay forms.
Essay Forms

Assessment 2 -- Part 1 of 3
The question for this section

Pick any one of your existing courses that you currently teach in a face to face,
classroom type environment and write a reflection essay (not less than  250  words)
explaining on how might you transition that course for online teaching using the
blended methodology.
(*This essay is worth 20 pts.)

Assessment 2 -- Part 2 of 3
Write a reflection essay (not less than 250  words)  discussing and responding to all of the
following guide questions:
a.) How is blended learning different from the hybrid learning model?
b.) Where are you now in terms of your mindset towards blended / hybrid learning?
c.) Will this help or hinder how learners & students progress in their education, or how teachers
provide education?
(*This essay is worth another 20 pts.)

Video Reflection

Share your Thoughts

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Upload your 1-min Reflection Video via this form HERE.

Share one key thing that you learnt from this course and if and why will you
recommend this course to other educators.

(*Upon opening the form, sign in with your google or gmail account to upload your
video.  If you do not have a  one, you need to create one in order to upload your video. 
Or contact courseadminteam@akadasia.com or chat with us on SLACK for further
assistance.)

Video Tips:

1.) Please hold your phone camera in the landscape mode / horizontal position.

   

2.) Please ensure that the sound is clearly audible. (ex. by using your headphone
microphone)

3.) Introduce yourself at the start of your video. (ex. full name, school, what
level/subject you teach, etc.)

Have you completed the Video Reflection?

2.0/2.0 points (graded)

Yes
                             

correct