By gathering student feedback throughout your course, you can make ongoing micro-adjustments to resources and teaching methods to improve online teaching and learning, Leonardo Rolla explains
One of the biggest challenges to online learning is lack of immediate instructor feedback, Justin Fendos’ research revealed. So his team trialled instant messaging to enable prompt responses
As remote and blended learning models look set to remain in place, universities need to consider how to scale online courses while maintaining quality. Michael Fried and Jenna Joo outline three effective scaling strategies
Chrysi Rapanta consolidates the knowledge of four online teaching experts to produce guidance on what pedagogical content knowledge faculty need in order to develop effective digital courses
Online learning can be particularly challenging for students with learning difficulties such as ADHD. Kate Lister offers some simple steps every instructor can take to help students with ADHD stay engaged
It is important to explain your online teaching plan to students at the start of the course, so they know what to expect. Here, Dawn Gilmore explains why and how to do this.
Many academics are at risk of "burnout" after working around the clock to move their courses online. A tweet on this subject sparked a flurry of responses offering advice and solutions to faculty overwhelmed by heavy workloads
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
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
