Approved by the decision of the meeting

of the department of FLT Methodology

at the Faculty of Education 1
dated to September 11, 2023 (Protocol № 1)
assoc.prof. G.Kh.Shiraliyeva __________

COURSE SYLLABUS
Course title: Teaching English Online Academic year/term: 2023-2024/VII
Course hours: 60
Course credits: 5 credits Course instructor: Senior teacher:
Course level/Faculty C1 / School of Education Aynur Hasanova
Group: Office hours:
Class time: 80 min. By appointment

Course supervisor: Ph.D. Farida Shukurova Course instructor’s aynur.hasanova@adu.edu.az

f.shukurova@adu.edu.az MS Teams account
and e-mail

Course Outline
Teaching English Online is a course addressed to Advanced level (C1) students. This is a fully
interactive course for students who have previous experience of ELT or ELT methodology
training. Throughout this course, students will learn various pathways and methods of online
delivery, as well as how to develop an online presence as an English teacher. They will also
learn planning and delivering online language instruction. The course includes combination of
theoretical information and practical application. Guidelines for designing and improving the
online course, preparing effective lesson plan, organizing good collaborative work, delivering
supportive feedback and assessment are introduced.

Prerequisites
Students are expected to have basic knowledge and capability of working on computers and
other smart technological devices.

Course Aims:
• to acquaint students with forms of organizing online education
• to ensure formation of content delivery in the online learning environment

• to enable students to form the ability of selection of tasks and activities, multimedia resources
to be used
• to provide practical training which gives students the skills for planning and delivering the
course
• to ensure formation of understanding the assessment tools used in online teaching
• to acquaint students with the rules of behaviour and netiquette in the online environment

Learning outcomes:

By the end of the course the trainees will:

- be able to identify the online teaching environment
- be able to distinguish course site tools and activity tools ;
-be able to prepare a lesson plan for online lesson;
-be able to use different LMSs and VLEs;
- provide effective feedback and demonstrate appropriate assessment skills in online
environment
- be able to choose and apply proper methods and techniques for teaching language skills

Assessment procedures and criteria

There will be continuous formative assessment throughout the module. The total of the
students’ course grade is 100points.

Course Grading: Mid-term 10 points

Class participation 20 points
Projects/Independent work 10 points
Attendance 10 points
Final Exam 50 points

Grading System
91-100 A
81-90 B
71-80 C
61-70 D
51-60 E
0 – 51 F
Final Exam
Final exam is given at the end of the semester where students are evaluated on their
understanding of the concepts and their ability to express their understandings in writing.

Evaluation Components

Participation
Value: 30 points of pre-exam points
Due Date: See Course Schedule
Type: Discussions will be held in small groups and as a whole class.
Description: All the students are expected to take part in the discussions

Final Exam/Assessment
Value: 50% of final grade
Date: See Course Schedule
Length: 2 hours
Type: Comprehensive
Description: Three open-ended questions and 2 (closed-ended tests and open-ended practical
assignment) practical tasks on each card.
Midterm Exam

Midterm exam is used to measure students’ grasp of the course materials and contribute to final
grades. Students will have to take one midterm exam and earn 10 points. Based on their active
participation during classes they get additional 20 points.

Attendance Expectations
Students should attend all the classes throughout the course. If a student miss more than 50% of
classes he or she is supposed to fail an exam.
Independent work
Each student is expected to prepare presentation or demo lesson on one of the topics appointed
by the syllabus. Topics are listed under:

TEACHING AND LEARNING APPROACHES

PPP, TBLT and Project-Based approach will be used in the course delivery.
LEARNING SUPPORT
If you find that you have any trouble keeping up with assignments or other aspects of the
course, make sure you let your instructor know as early as possible. Make sure that you are
informing your instructor when difficulties arise during the semester so that we can help you
find a solution.

Required Resources (Electronic/Downloads/Supplementary)

1. Boettcher V.J. & Conrad R. The Online Teaching. Survival Guide. Jossey-Bass, 2022
2. Johnson A. Excellent Online Teaching. Excellent Online Teaching Series, 2013
3. Hockly N. & Clandfield L. Teaching Online. Tools and techniques, options and
opportunities. DELTA Publishing, 2018
4. McCabe F.M. & Gonzales F.B. Essentials of Online Teaching. A standards-Based
Guide. Routledge, 2017
5. Stein J. & Graham.R.Ch. Essentials for Blended Learning. Routledge, 2020.

Course evaluation/Student feedback

At the end of the course students will give written feedback on the lesson. In their feedback they will
write about the positive and negative sides of the sessions, and of course, they will include their
expectations from the next session.

COURSE CONTENT
№ Module / Unit / Chapter Hours Module Reading
Outcomes
1 Orientation to Online Teaching. 2 By the end of McCabe M.F.
 Evolution to Online Teaching this module &Gonzales.F.P.
 A Spectrum of Online Education students should “Essentials of
 The Online Environment be able to: Online Teaching”
Identify Chapter
characteristic 1./1.1/1.2/1.3
features of Online
Education
2  Attributes of Online Teaching 2 -Demonstrate McCabe M.F.
and Learning. understanding of &Gonzales.F.P.
 Online Teaching Responsibilities teaching ‘Essentials of
 Time Expectation for Teachers. responsibilities Online Teaching’
Chapter
1/1.4/1.5/1.7
3 Factors that influence online 2 -differentiate McCabe M.F.
teaching. factors &Gonzales.F.P.
 Online Teaching. influencing ‘Essentials of
 Online Learners. teaching process Online Teaching’
and learner Chapter 2.
differences /2.1/2.2
4  Course Content and Learning 2 - arrange McCabe M.F.
Objectives. multimedia &Gonzales.F.P.
 The Online Environment and the environments ‘Essentials of
Tools Used. (technology for Online Teaching’
learning : Chapter 2/
modern digital 2.3/2.4.
tools and internet
connectivity)
5 Teaching with Digital Tools and 2 McCabe M.F.
Resources. &Gonzales.F.P.
 Supporting Learning with Digital ‘Essentials of
Resources and Tools. Online Teaching’
 Communicating with Students. Chapter 3/ 3.1/
3.2
6  Sharing Resources with Students. 2 Sort and organize McCabe M.F.
different &Gonzales.F.P.
resources ‘Essentials of
Online Teaching’
Chapter 3/ 3.3
7 Beyond the LMS. 2 Select McCabe M.F.
 Software appropriate apps &Gonzales.F.P.
and programs ‘Essentials of
Online Teaching’
Chapter 3.6
Hockly N. &
Clandfield L.
pp.19-26
8  Liveware 2 Hockly N. &
Clandfield L.
 pp.27-30
9 Preparing to Teach Online. 2 -design and McCabe M.F.
 Planning Your Teaching compile a plan &Gonzales.F.P.
 Defining the Course’s Time ‘Essentials of
Frame. Online Teaching’
Chapter
4/ 4.1/4.2
10 Midterm Test 2
11  Setting the Stage for Interaction 2 McCabe M.F.
&Gonzales.F.P.
‘Essentials of
Online Teaching’
Chapter 4/ 4.3
12 The Starting Line 2 Hockly N. &
Clandfield L.
Chapter 1.
13  Preparing Course Material 2 Choose and McCabe M.F.
 Summary and Standards modify &Gonzales.F.P.
appropriate ‘Essentials of
materials Online Teaching’
Chapter4/4.5/4.6
14 The Beginning Weeks. Launching an 2 McCabe M.F.
Online Course. &Gonzales.F.P.
 Helping Students to Work in the ‘Essentials of
Environment. Online Teaching’
Chapter 5 / 5.1
15  Building Self-Directed Learning 2 Select needed McCabe M.F. &
Skills learning skills Gonzales.F.P.
‘Essentials of
Online Teaching’
Chapter 5.3
16 The Middle Weeks: Facilitating 2 McCabe M.F. &
Online Learning. Guiding Students Gonzales.F.P.
through the Plan. ‘Essentials of
Online Teaching’
Chapter 6 / 6.1
17 Reading and Writing Online 4 integrate Hockly N. &
productive and Clandfield L.
receptive skills Chapter 2.
and manage
linguistic skills
and knowledge
to effectively use
them
18 Classroom application. 2 Different
activities and
worksheets
19 Listening and Speaking Online 4 Hockly N. &
 Clandfield L.
Chapter 3
20 Gathering Information About 2 Analyse McCabe M.F. &
Students’ Progress information Gonzales.F.P.
related to ‘Essentials of
students’ Online Teaching’
progress Chapter 6/ 6.3
21 The Ending Weeks: Synthesizing and 2 McCabe M.F. &
Extending Learning. Gonzales.F.P.
 Reviewing and Synthesizing ‘Essentials of
Learning. Online Teaching’
 Concluding the Course Chapter7/7.3/7.4
22 Online Collaboration. 2 Compare pros McCabe M.F. &
Weighing the Benefits and and cons of Gonzales.F.P.
Drawbacks of Collaboration. collaboration ‘Essentials of
Online Teaching’
Chapter 8/ 8.1
23 What Makes a Good Collaborative 2 McCabe M.F. &
Discussion? Gonzales.F.P.
‘Essentials of
Online Teaching’
Chapter 8.2
24 What Makes Successful Group 2 Organize McCabe M.F. &
Work? effective group Gonzales.F.P.
work in an online ‘Essentials of
environment Online Teaching’
Chapter 8.3
25 Online Assessment. 2 evaluate McCabe M.F. &
 Communicating a Clear students’ Gonzales.F.P.
Assessment Plan. achievement and ‘Essentials of
outline an Online Teaching’
effective Chapter 9 /9.1
assessment plan
26 Gathering a Variety of Information 2 McCabe M.F. &
About Students’ Learning. Gonzales.F.P.
‘Essentials of
Online Teaching’
Chapter 9/ 9.2
27  Providing Ongoing Feedback. 2 Provide McCabe M.F. &
 Sharing Responsibilities for constructive Gonzales.F.P.
Providing Feedback feedback on ‘Essentials of
different types of Online Teaching’
work Chapter 9/ 9.3/
9.4
28  Guarding Against Cheating and 2 Prioritise issues McCabe M.F. &
Plagiarism. surrounding Gonzales.F.P.
plagiarism and ‘Essentials of
practical ways to Online Teaching’
 avoid it Chapter 9/ 9.5

Copyright

The university has a responsibility to promote academic honesty and integrity and to develop
procedures to deal effectively with instances of academic dishonesty. Students are responsible
for the honest completion and representation of their work, for the appropriate citation of
sources, and for respect of others’ academic endeavors. Students who violate these standards
must be confronted and must accept the consequences of their actions.