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Title: |
Guidelines on distance education during COVID-19 |
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Type: |
Handbook |
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Year: |
2020 |
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Authors: |
Commonwealth of Learning |
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URL: |
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Attachment: |
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Publisher: |
Commonwealth of Learning |
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Description: |
Distance and online learning have become the only means for many educational institutions to continue to provide education during the COVID-19. This set of guidelines published by a globally renowned intergovernmental organization on the promotion of Distance Education offers expert advice to governments, educational institutions, support staff, student bodies, parents and quality assurance and academic recognition bodies on distance and online education. |
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Title: |
Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak |
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Type: |
Handbook |
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Year: |
2020 |
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Authors: |
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H., et al. |
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URL: |
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Attachment: |
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Publisher: |
UNESCO Institute for Information Technologies in Education |
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Description: |
During the COVID-19 outbreak, the Chinese Ministry of Education launched an initiative to provide flexible online learning to over 270 million students from their homes. This handbook is a compilation of online learning strategies used during the outbreak, and contents are introduced along the following six dimensions: infrastructure; learning tools; learning resources; teaching and learning methods; services for teachers and students; and cooperation between government, enterprises, and schools. |
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Title: |
Online and open education in Shanghai: Emergency response and innovative practice during COVID-19 pandemic |
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Type: |
Guidebook |
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Year: |
2020 |
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Authors: |
Institute for Information Technologies in Education, UNESCO, Shanghai Open University, and East China Normal University |
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URL: |
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Attachment: |
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Publisher: |
UNESCO Institute for Information Technologies in Education |
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Description: |
As other metropolis around the globe, Shanghai faced unprecedented challenges on its different levels of education during the COVID-19 pandemic. This report documents the emergency response and innovative teaching practices initiated by the local government, teachers, students, parents and education administrators, and the public on the provision of education during the pandemic. |
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Title: |
Online Teaching in the Time of COVID-19: Academic teachers' experiences in Norway |
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Type: |
Book |
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Year: |
2020 |
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Authors: |
Malcolm Langford, M., & Damşa, C. |
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URL: |
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Attachment: |
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Publisher: |
University of Olso, Norway |
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Description: |
This report documents what has worked during the COVID-19 pandemic based on findings from a questionnaire survey of university teachers in Norway in 2020. The website also include a video introducing the main findings of the survey. |
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Title: |
Hybrid-Flexible Course Design |
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Type: |
Book |
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Year: |
2019 |
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Authors: |
Brian J. Beatty |
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Attachment: |
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Publisher: |
EdTEch Books |
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URL: |
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Description: |
This book was edited by Brian J. Beatty — the pioneer of Hybrid-Flexible (HyFlex) course model (with some students attending classes face-to-face and others online). This book outlines the costs, benefits, values, and principles of HyFlex course design. It also includes a number of empirical evaluative studies and case studies on the implementation of Hybrid-Flexible course design around the world. This book is licensed under Creative Commons and can be downloaded for free. |
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Title: |
Adding Some TEC-VARIETY |
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Type: |
Book |
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Year: |
2014 |
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Authors: |
Curtis J. Bonk and Elaine Khoo |
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Attachment: |
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Publisher: |
Open World Books |
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URL: |
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Description: |
This free e-book contains over 100 activities for motivating and retaining online learners. The activities were designed based on the TEC-VARIETY framework which aims at engaging learners. This e-book is a one-stop toolkit for online instructors, and includes proven ideas on how to design interactive and collaborative courses with thoroughly researched basis. Detailed risk, cost, and time guidelines for each activity are available. |
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Title: |
Digital Product Usability Testing |
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Type: |
Course material |
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Year: |
2020 |
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Attachment: |
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Author: |
Brian J. Beatty |
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URL: |
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Description: |
This document contains contents of a course on digital product usability testing which are highly useful for designing online and hybrid learning. It includes a course outline and additional resources on this area. Topics such as fundamentals of formative evaluation and usability testing, planning, objectives, tasks, systems and materials for usability testing are covered. |
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Title: |
Tips & Tricks: Teachers Educating on Zoom |
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Type: |
Document |
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Year: |
2020 |
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Attachment: |
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Author: |
Zoom |
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URL: |
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Description: |
This document provides practical guidelines on using Zoom for virtual lessons. The guidelines are not only useful for teachers who are new to Zoom, but also experienced teachers as there are useful reminders for effective virtual teaching such as discussing etiquettes, expectations with students and tips for group discussions. |
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Title: |
Managing Large Online Classes |
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Type: |
Document |
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Year: |
2019 |
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Attachment: |
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Author: |
Brian J. Beatty |
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URL: |
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Description: |
This document offers guidelines on managing large online classes. It introduces relevant tips and suggestions by universities and educational companies. The content covers general resources as well as specific topics such as setting expectations, working with teaching assistants, and active learning. |
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Title: |
Design Worksheets with Examples |
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Type: |
Document |
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Year: |
2019 |
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Attachment: |
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Author: |
Brian J. Beatty |
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URL: |
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Description: |
This document provides a template for HyFlex course design based on four principles: learner choice, equivalency, reusability, and accessibility. Examples on completed templates are also given and explained. |
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Title: |
Vademecum for the Remote Assessment of Students |
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Type: |
PowerPoint slides |
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Attachment: |
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Author: |
Sylvestre Emmanuel, Van de Poël Jean-François, Carbonel Henrietta, and Jullien Jean-Michel |
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URL: |
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Description: |
This set of slides focuses on online assessment and provides an overview of three main types of online assessment, namely, assignments, quizzes, and oral examinations. It offers examples of assignments, information on various settings and levels of learning targets. |
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Title: |
Active Learning while Physical Distancing |
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Type: |
Document |
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Author: |
Jennifer Baumgartner |
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URL: |
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Description: |
This document provides teaching tools for three types of learning environment: online-synchronous, online-asynchronous, and face-to-face distanced. It introduces 22 teaching strategies for diverse teaching goals such as checking understanding and reflecting on learning. |
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Name: |
8 lessons learned from teaching online |
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Source: |
Educause |
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Length: |
4:11 |
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URL: |
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Description: |
This video introduces advice given by experts in the field of online teaching on improving online course. Techniques such as establishing social presence using digital storytelling, use technology intentionally, and making expectations explicit are offered. |
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Name: |
How to design your online course |
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Source: |
California State University |
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Length: |
5:43 |
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URL: |
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Description: |
This five-minute video highlights the basic principles of effective design of online courses. |
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Name: |
Learning to teach online |
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Source: |
University of New South Wales |
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Length: |
52 videos of less than 10 minutes each |
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URL: |
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Description: |
This is a Coursera MOOC course introducing effective online pedagogy designs and strategies that can be applied to online teaching. |
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Name: |
Best practices in online teaching |
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Source: |
Northern Illinois University |
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Length: |
56:29 |
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URL: |
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Description: |
This video includes best practices in planning and management, teaching techniques, and assessing and evaluating students in online learning. |
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Name: |
Supporting students' well-being during COVID-19 |
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Source: |
Australian Disability Clearinghouse on Education and Training and National Centre for Student Equity in Higher Education |
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Length: |
59:03 |
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URL: |
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Description: |
The two speakers in this video suggest the following ways to support students' wellbeing and success in online learning in the midst of the COVID-19 pandemic: To understand students' diverse strengths, needs and circumstances; to build connections online through a strong and positive teacher-presence; and finally to ensure students know the full range of support available to them. |
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Name: |
How I Would Approach Fall Semester: A Personal Zoomflex-based View |
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Source: |
Washington State University Vancouver |
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Length: |
17:21 |
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URL: |
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Description: |
This video of about 18 minutes introduces an approach on designing a synchronous environment. The content covers three modules, namely, “Course/module introductions, video prompts”, “Explanatory videos and screencasts”, and “Teaching with HyFlex/Zoomflex”. This approach is structured around three concepts: Connect, Explain, and Engage. |
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Name: |
Cheating Lessons |
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Source: |
Teaching in Higher Education |
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Length: |
33:41 |
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URL: |
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Description: |
In this podcast of about 34 minutes, an expert on teaching in higher education shares his lessons learned from cheating as a teacher. It covers topics such as popular reactions to cheating, how the learning environment contributes to cheat, how to reduce the likelihood for cheating, and academic integrity. |
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Name: |
COVID-19: Higher education challenges and responses |
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Source: |
International Association of Universities |
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URL: |
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Description: |
This website contains a collection of pedagogical guidelines, online survey report and policy recommendations by bodies such as UNESCO, World Bank and Educause in responding to the challenges brought by COVID-19. |
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Name: |
How to effectively shift to online teaching: the ultimate guide |
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Source: |
TechSmith |
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URL: |
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Description: |
This is a comprehensive guide which contains eight sections. Both theories and practical guidelines on shifting to online teaching are offered in each section. The theoretical part covers humanized online learning, synchronous/asynchronous learning, quality and effective online course. The practical aspect covers video production, course building, types of videos, and ways to make course video more engaging and accessible. |
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Name: |
Moving online: What you can implement now |
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Source: |
Coursera |
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URL: |
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Description: |
This article offered by the Coursera, a major MOOC platform, offers many valuable yet practical guidelines for moving face-to-face courses online. Guidelines covers how to start live sessions with ice-breaker questions, introduction of key concepts, preview and debrief assessments, and logistics for success. |
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Name: |
Sustaining higher education in the coronavirus crisis |
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Source: |
EdSurge |
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URL: |
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Description: |
This is a collection of online resources on the reports on the impacts of the COVID-19 pandemic on higher education, expert advice and webinars available for sustaining higher education in the COVID-19 pandemic. |
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Name: |
Enhancing online learning |
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Source: |
American Psychological Association |
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URL: |
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Description: |
This article in the American Psychological Association website offers not only teachers of psychology but higher education instructors tips for creating positive experience for students that is based on principles from educational psychology. |
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Name: |
How COVID changed our classrooms? A self-experiment of online teaching |
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Source: |
Forbes |
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URL: |
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Description: |
In this article, the author points out a gap exists between traditional classroom and online learning, and shifting to online teaching means reinventing the whole course experience. The author offers the following advice for teachers shifting to online teaching: Flip the classroom, ensure engagement, and be approachable. |
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Name: |
The shift to online teaching |
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Source: |
Harvard Graduate School of Education |
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URL: |
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Description: |
Although the guidelines provided in this website are for K-12 educators, many guidelines are highly suitable for higher education. Some good suggestions are to let pedagogy inform technology, to reestablish norms, and to encourage student engagement. |
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Name: |
5 effective online teaching methods every teacher must know |
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URL: |
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Description: |
This website suggests five simple online teaching methods that every teacher must know, which are, namely, using presentations, utilizing online tools and games, facilitating group discussions, trying flipped classroom model and giving and receiving feedback. |
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Name: |
5 strategies to improve your online teaching |
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URL: |
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Description: |
This website offers five general strategies for teachers to enhance their online teaching. In online teaching, teachers need to find ways to engage learners online and to create a supportive learning environment. Instructors are encouraged to use of mix of learning tools, provide ongoing feedback and make e-learning content mobile. |
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Name: |
Teaching with technology – Pedagogical tips |
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Source: |
The Chinese University of Hong Kong |
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URL: |
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Description: |
These tips focus on the integration of online technology with pedagogy. The tips cover topics such as using online platforms to conduct debate, peer teaching and learning, role play, online test and exercises, whole class discussions, and facilitation of student-directed learning. Links to external resources on learning platforms, mobile tools, videos, and good practice sharing are also available in this website. |
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Name: |
Effective teaching online |
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Source: |
Inside Higher Education |
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URL: |
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Description: |
This website summarizes the guidelines offered by four authors of books on online course development for those who are involved in online teaching with a particular focus on learner engagement. Seven tips are provided, namely, making online learning a group effort, focusing on active learning, chunking the lessons, keeping group sizes small, being present, parsing your time, and embracing multi-media assignments. |
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Name: |
Tips for engaging learners via Zoom |
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Source: |
University of Nebraska Medical Center |
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URL: |
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Description: |
This is a one-page note containing five tips for engaging learners in using Zoom. The five tips are setting expectations, orienting the learner, using the tools, encouraging participation and embracing the pause. |
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Name: |
General tips for online teaching and learning |
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Source: |
The Chinese University of Hong Kong |
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URL: |
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Description: |
This document provides technical guidelines on using Zoom, Blackboard and Office 360 to conduct online teaching. It is in the Q&A format and contains common questions and problems. |
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Name: |
Supporting every teacher: using a video conference platform for teaching online |
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Source: |
The Cambridge University Press |
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URL: |
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Description: |
This website contains guidelines on how to use Zoom for online teaching. A video on the procedures for using Zoom is also available in the website. |
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Name: |
FLEXspace |
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Source: |
FLEXspace |
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URL: |
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Description: |
The Flexible Learning Environments Exchange (FLEX) space website is a one-stop shop for improving learning space around the world. It contains open resources on classroom design, campus facilities, learning technology, instructional design, teaching and research for exchange. The free resources are contributed by teachers, faculty, designers, experts and decision makers in higher education, K-12, libraries, and museums. |
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Name: |
ShenFlex |
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Source: |
Shenandoah University |
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URL: |
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Description: |
ShenFlex is a system to allow learning to occur both in-person and online simultaneously if needed. In this system, students can switch back and forth between in-person and virtual formats. The development of this system is based on four principles, namely, alternatives, equivalence, community, and transparency. |
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Name: |
Active Learning in Hybrid and Socially-distanced Classrooms |
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Source: |
Vanderbilt University |
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URL: |
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Description: |
This webpage lists a number of strategies for active learning in the hybrid mode. Examples include class-wide discussion, live polling, group work and collaborative notetaking. |
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Name: |
Facilitating Discussions In-class and Online |
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Source: |
Teaching Commons |
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URL: |
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Description: |
This webpage describes useful strategies for facilitating discussion in both face-to-face and online teaching. Three broad areas, namely, setting expectation, assessing discussion and facilitating difficult discussion, are covered. Additional resources on this topic are also available on this webpage. |
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Name: |
Facilitating Discussions In-class and Online |
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Source: |
Teaching Commons |
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URL: |
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Description: |
This webpage describes useful strategies for facilitating discussion in both face-to-face and online teaching. Three broad areas, namely, setting expectation, assessing discussion and facilitating difficult discussion, are covered. Additional resources on this topic are also available on this webpage. |
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Name: |
Fostering Student-to-student Interaction Online |
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Source: |
Rochester Institute of Technology |
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URL: |
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Description: |
This portal focuses on fostering student-to-student interaction online. It summarizes evidence on the positive effects of student-to-student interaction on learning, and offers principles for fostering the interaction such as rapport building, instructional activities and use of technologies. |
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Name: |
Quality Assurance Resource Repository |
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Source: |
The California State University |
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URL: |
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Description: |
The Quality Assurance Resource Repository houses a collection of online-hybrid-flipped teaching exemplars. Rubrics are available in this repository for informing and assessing the design and delivery of online, blended, and flipped courses. |
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Name: |
Cheating Lessons |
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Source: |
The Chronicle of Higher Education |
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URL: |
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Description: |
This three-part article discusses how to reduce the problem of cheating through modifying classroom practices. The article begins with a description of multiple experiments testing the willingness of people to cheat in a variety of situations. The findings show that people are willing to cheat a little bit under the right condition. The author suggests modifying the following aspects to reduce cheating: curriculum requirements, course design, daily classroom practices, the nature and administration of assignments and examinations, and students' relationship with the instructor. |
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Name: |
Authentic Assessment |
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Source: |
Indiana University Bloomington |
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URL: |
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Description: |
This webpage introduces how authentic assessment can improve students' skills and understanding of course content. Unlike conventional test questions which only indirectly measure a student's ability to apply the knowledge and skills gained in a course, authentic assessments are tied to real-world contexts and constraints, involve complex tasks, and require a high-quality product or performance. The webpage also provides external resources for understanding authentic assessments. |
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Name: |
Meet the Single Point Rubric |
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Source: |
Cult of Pedagogy |
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URL: |
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Description: |
Single-point rubrics describe the criteria for proficiency. They are different from analytic rubrics in which characteristics of an assignment are broken down into parts and items for easy scoring. They are also unlike holistic rubrics which usually contain three to five levels of performance. Teachers find single-point rubrics easy to create, and students find them easy to read. Single-point rubrics allow high-quality feedback compared to other rubric types. |
FutureLearn is a popular portal that provides a broad range of educational resources as well as free and paid online courses offered by universities worldwide. Below are some of the courses recommended by FutureLearn for online teaching.
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Course title: |
Online Teaching: Creating Courses for Adult Learners |
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Institution: |
The Open University |
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Duration: |
12 weeks |
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URL: |
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Description: |
Most school teaching around the globe has been substantially affected by the COVID-19 pandemic, and teachers have been forced to make a sudden shift to teaching online. This course covers the theories, technologies, experiences, and teaching skills for teaching adults online and at a distance. |
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Course title: |
Develop the Knowledge to Create Your Own Effective Virtual Scenarios |
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Institution: |
St George's, University of London |
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Duration: |
3 weeks, with 2 hours each week |
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URL: |
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Description: |
Participants of this course will explore how to use virtual scenarios in their own teaching or training. The instructors of the course are experts in disciplines such as medicine, legal and engineering. Topics covered include scenario-based learning, storytelling, technologies for supporting virtual scenarios, and the planning and development of a virtual scenario. |
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Course title: |
A Digital Edge: Essentials for the Online Learner |
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Institution: |
Dublin City University |
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Duration: |
2 weeks, with 3 hours each week |
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URL: |
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Description: |
This course is designed for equipping participants with the digital edge to success in online learning at universities. The course features interactivity in learning activities. Participants in this course will learn how to collaborate with others in online learning. |
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Course title: |
Teaching English Online |
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Institution: |
Cambridge Assessment English |
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Duration: |
4 weeks, with 5 hours each week |
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URL: |
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Description: |
This course is designed for both experienced and recently qualified teachers. It focuses on how to teach live online. The course covers key skills and knowledge to teach English online, such as how to develop language skills, how to plan and deliver online lessons, and how to reflect and improve professional practice. |
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Course title: |
The Online Educator: People and Pedagogy |
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Institution: |
The Open University |
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Duration: |
4 weeks, with 4 hours each week |
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URL: |
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Description: |
This course is designed for teachers, trainers, course designers and researchers who are involved in online education or training. It covers both the reflective and practical aspects of online teaching. Participants will reflect on their digital identity and plan for future development, identify ethical and accessibility issues related to online learning, as well as the relationship between technology, content, people and pedagogy in online teaching. On the practical aspect, this course enables participants to develop personas for designing online learning, apply accessibility guidelines to online teaching, and explore ways to shape their digital identity as an online educator. |
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Course title: |
Online Teaching: Evaluating and Improving Courses |
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Institution: |
The Open University |
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Duration: |
12 weeks |
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URL: |
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Description: |
This course facilitates educators, trainers, and institutions to implement evaluation on and improve their online teaching. It covers contents such as formulating course evaluation strategies, adopting an evaluation framework, designing an online course evaluation, and managing ethical issues. |
| © Hong Kong Metropolitan University. All rights reserved, 2021. | |
| The IROPINE Research Resources (Archive) was part of a project funded by the Research Grants Council (UGC/IDS16/15), which ended at the end of December 2018. |
