[Work in Progress. We are still working on the content for this chapter. You can expect new pages and updates in the following days]
This chapter will elaborate on the 4 main dimensions of remote teaching based on the book Learning Online: What Research Tells Us about Whether, When and How (New York: Routledge, 2014) by Barbara Means, Marianne Bakia, and Robert Murphy. Within these four dimensions there are different components that shape your learning experience. While some of these components are already predetermined or set, some of them are flexible and will allow you to design an online program or course to your and your students’ needs.
- The context of the learning experience, including: Field of use, Provider, Breadth and the Learner’s level of preparation.
- The implementation of the learning experience, addressing the learning location, co-located facilitator (presence & role) and student interaction.
- The various outcomes of a learning experience, being cognitive outcomes, engagement outcomes, productivity and learning how to learn.
- The dimension of the design is the largest, coving the following topics:
- Online communication synchrony
- Roles & presence
- Role of assessments online
- Source of feedback
The first 3 dimensions are discussed in articles as a whole. The fourth dimension “Design” is discussed per component, as the components of this dimension are of great importance when creating or reshaping a programme for remote teaching.
How you can use this chapter
- This chapter provides information about online learning from a pedagogical perspective.
- You can use this chapter to consider the dimensions and components for your own program.
- During the design process, you can use this chapter as an additional reference, to explore the benefits and trade-off of the choices you would like to make.
Do you want more advice about these dimensions and/or guidance on the choices in the design process? Contact the support at your faculty, ICLON or the Centre for Innovation.