A_Handbook_for_Teaching_and_Learning_in_Higher_Edu..._----_(10_Effective_online_teaching_and_learning)

Effective online
10 teaching and
learning
Sam Brenton
INTRODUCTION
This chapter offers a practical route into thinking about how to teach online. It argues
that the principles of effective online teaching are not so different from those of other
modes, and that the medium itself offers opportunities to build on these principles to
increase student engagement in beneficial ways.
In the five years since the previous edition of this Handbook, online learning has
matured and is now a normal rather than exceptional part of most students’ experience
of higher education, as is evidenced by some of the case studies and examples of online
and digital learning throughout this book. Though application remains patchy, all insti-
tutions now use software to enable students to learn online, whether through the basic
provision of materials, or by online assessments, feedback, communications, activities
and routine course management.
More students than ever are also learning entirely online: in the US, 6.7 million stu-
dents took at least one course online in the fall 2011 term (Sloan-C, 2012) and 261,990
people were registered as distance learning students with UK institutions in 2011/12
(Higher Education Statistics Agency, 2013). The Massive Open Online Course (MOOC)
phenomenon of the last couple of years has proved that there is a huge untapped appe-
Copyright © 2014. Taylor & Francis Group. All rights reserved.
tite for access to online learning. Whether or not the end-logic of these developments
spells the creative destruction (e.g. Christensen and Eyring, 2011) or transformation
(e.g. Barber et al., 2013) of higher education as we know it, is a question for elsewhere,
but it is clear that online learning is here to stay.
The web itself, and the learning technologies it supports, has now developed to a
point where some of the distinctions between campus-taught ‘face-to-face’ provision
and online teaching and learning have blurred and are slowly collapsing. The online
medium now supports a range of human interactions, which can be as rich as – or at
times richer than – face-to-face communications, and with thoughtful design and appli-
cation, we can create the conditions for engaging educational experiences in a way that
simply was not possible even a few years ago, whether we are teaching fully online or
139
Ketteridge, S. (2014). A handbook for teaching and learning in higher education : Enhancing academic practice. Taylor & Francis Group.
Created from leicester on 2023-12-02 23:18:30.
140 Learning, teaching and supervising in HE
weaving online tools and techniques into the learning design of largely campus-based
programmes.
It is therefore now vital for academic practitioners to have an understanding, not just
of how to use the tools at our disposal, but also of how to use them to teach effectively.
LEARNING DESIGN
We don’t jettison all the things we know help to make learning successful when we start
teaching online. Indeed, it is useful to resist the temptation to rush in with particular tools
and start podcasting or screencasting or building online assessments, and think first about
how we are going to teach and by the same token how we are going to ask students to learn.
This is a learning design approach, where we think first about the purpose of our
teaching (what we want students to learn, achieve or demonstrate) and then design
strategies and approaches to realise those outcomes. If we follow this approach for
online teaching and learning, we can ensure that the substance and detail of a course
or module or other unit of teaching will be geared tightly towards student learning
and engagement, and we can avoid some of the pitfalls of technology for its own sake,
or arbitrary or misapplied uses of tools (for example, the empty discussion forums or
hour-long lecture videos of too many attempts at online delivery).
The following list reflects a kind of current consensus about sound educational prac-
tice in learning design. Wherever such a list appears, there is debate about whether it
is applicable for all subjects and all teaching situations, and it starts to look less like a
consensus and more like a position. This chapter does not argue the merits of each, but
provides this summary list to show that, where a course may apply these principles in
its face-to-face incarnation, they can be retained with positive effect in the design of an
equivalent online course.
Principles of effective learning design (for online and face to face teaching)
• Clear aims and learning outcomes, which are then aligned to the materials, activi-
ties and assessment (see Figure 10.1).

• Opportunities for students to apply their learning as they study, thus building
knowledge through experience.
• Assessment that is paced through the course so that students can learn from their
assessments, as well as their learning being measured through them.
• An inclusive approach to learning where there is a variety of ways for students to
engage with the topic, giving flexibility for students who have different educational
needs, dispositions and tendencies in the way they learn.
• Opportunities for deeper engagement with each topic, further self-directed learn-
ing, critical analysis and reflection.
• Clear signposting so that students know what they are studying, why and the con-
text of their learning at each point within the wider context of a programme.
Interrogating practice
Try sketching out a learning design. Start with the learning outcomes, then
break the course or module into topics and fill in the detail under these
headings: learning activities, content, feedback points, assessment(s).
FROM DESIGN TO PRACTICE
There is a good deal of theory about online learning, although one can also say, as this
chapter argues, that ‘there are no models of e-learning per se, only e-enhancements of
models of learning’ (Mayes and de Freitas, 2004). How we design for our students’
online learning, and what philosophical traditions we are acting within or making
anew when we do so, is a fascinating and complex question which we don’t have the
space to give further consideration in this chapter. The interested reader is directed to
excellent books that include overviews of learning models as applied to e-learning and
useful checklists for the practitioner (e.g. Beetham and Sharpe, 2007) and online studies
about mapping theory to practice in e-learning design (e.g. Fowler and Mayes, 2004).
Whether you are an avid constructivist or an ardent behaviourist, or not by nature a
theoretician of learning, you may find that in practice your educational choices about
how you teach a campus-based course are constrained. The teaching schedule, high
student numbers, the practicalities of workload, and even the nature of the estate in
which you are teaching often limit the choices you can make about how a course can be
taught and assessed.
Online, you have much more freedom to design a course with the educational strat-
egies that you think will work best. You can build in rich student–student interaction,
experiential learning, peer feedback, small group learning, short writing tasks that
build towards an essay, multiple modes of assessment … the choice is liberated by free-
dom from the constraints of time, distance and physical space.
Having looked at those elements of learning design that online courses share with
face-to-face teaching, we can turn to areas of practice where the online medium can
enrich the learning opportunities afforded to students. The following summaries provide
an outline of how some of these elements can help you as an online teacher in the areas
of assessment, academic content, learning activities, feedback and the role of the teacher.
ASSESSMENT
If assessment drives, as well as simply measures, student learning and is ‘the most
powerful lever teachers have to influence the way students respond to courses and
Online teaching and learning 143
behave as learners’ (Gibbs, 1999: 41), so it follows that by carefully integrating assessed
elements into the learning design of an online course we can maintain engagement and
help learners to shape their learning as they go.
For this reason, effective assessment in online programmes tends to move away
from end-point examinations and towards a modular or continuous assessment model,
deploying an appropriate selection of formative and summative assessment types,
always aligned tightly with the learning outcomes, which provide multiple touch points
for students to gauge and refine their progress.
Anxiety about security and validity in assessment is sometimes seen as one of the
main barriers to bringing programmes online, though this need not be the case. The
topic may be approached from a learning design perspective by starting with three
fundamental questions:
1 Does the assessment measure the students’ success in meeting the learning outcomes?
2 Does the course prepare students for the assessment and equip them with the skills
needed to undertake it?
3 Does the assessment act as a learning tool in itself, providing useful and timely
feedback and sustaining student engagement?
These questions can help us think about how to design assessments that are woven
into the fabric of a module or unit of teaching. Online, we therefore have available to
us a variety of possible assessment techniques, which may work well within an online
programme. These include:
• Written coursework assignments or essays;

• Shorter, frequent written assignments;
• Online tests or quizzes with automated feedback (formative or summative);
• Assessed contributions to online discussions (as part of guided activities);
• Group exercises;
• Digital artefacts (for example, an assessed blog or video presentation);
• Interactions with or within simulated environments (such as a virtual lab);
• Peer assessment within collaborative online spaces;
• e-Portfolios where students reflect on their learning or assemble a collection of

artefacts for presentation and review (can be especially useful in professional or
work-based learning where students need to demonstrate the practical application
of their learning in professional contexts);
• Oral assessments by web conference;
• Open book assessments (between coursework and examinations);
• Examinations under invigilated conditions or their online equivalents (using
locked-down browsers, webcam identification, or third-party proctoring services).
Finally, quality or security is not assured by deploying a plethora of assessment meth-

ods. There is a danger of over-assessment online, precisely because the medium lends
itself so well to various opportunities for assessing student learning. A high quality
online programme will use assessment judiciously and at appropriate points to meas-
ure and stimulate student learning.
LEARNING MATERIALS/ACADEMIC CONTENT
Only a decade or so ago, content was still commonly regarded as the cornerstone of
most online distance learning courses. The correspondence course model still influ-
enced their design, using the web as a publishing vehicle for detailed materials for
students to work through at their own pace.
Accordingly, various estimates were made of the high cost of developing online
learning. A 1998 Open University estimate reported that 120 hours of development time
might be needed to create just one hour’s worth of learning (Bingham and Drew, 1998).
These kinds of ratios persist in the popular consciousness, though in reality online
distance learning courses do not any longer need to develop large amounts of bespoke
expensive multimedia learning content for students to work through. The multime-
dia CD-ROM approach to learning (with its information-transfer model and high cost
of development) is outdated and need not be emulated by an online programme
today.
The web has since evolved into a collaborative design space and means for global
human communication and interaction, rather than simply a mass networked publish-
ing system. This means that there is now space for a greater range of human interaction,
and the content-led information–transmission model needn’t be the template for online
teaching and learning today.
As we have shown, an effective course stems from the learning design, and content is
one supporting element in this. It is sometimes possible to create a series of rich learn-
ing opportunities from a relatively small seed of designed content.
Today, online teachers can produce web-based learning materials relatively quickly,
and indeed it is increasingly common to re-use and share educational materials, or use
third-party materials from educational publishers. As access to high quality educational
content becomes widespread, our students can also seek out content from beyond the
walls of their particular course, and sometimes our role may be to steer them through
this journey, helping them to navigate, source and evaluate information, rather than
being original content-producers ourselves.
Recordings of teaching events, or any other digital learning objects, can be re-used,
and of course can be shared across programmes and even institutions. The Open Edu-
cational Resources (OER) movement has grown over the last few years (e.g. UKOER
Programme, 2009–13, see Higher Education Academy, n.d.), and, while reusable learn-
ing objects and their repositories have not perhaps becomes as widespread a currency
as some have predicted, it is nevertheless the case that there is a wealth of online content
available for you to use as teachers within your course, and indeed for your students to
discover, share, critique and use to complement their studies.
Try searching for open educational resources for your discipline. You could
start at http://www.jorum.ac.uk also try http://www.oercommons.org
Search the web for other resources, for example to see if the Higher Educa-
tion Academy and JISC UKOER programme ran any projects with outputs
relevant to you.
All this is to reassure practitioners that we don’t need to become individual publishing
houses when we move online. Where you do need to create content, such as short nar-
rated presentations or videos, these things can now often be done cheaply and quickly on
computers or even on the phone you carry in your pocket. Students want to know that
you are an active, guiding presence in an online course, and often a quick intervention
(by say, audio feedback, or a media recording of yourself summarising a learning activ-
ity) will be as or more valued than an expensively produced video broadcast. Beyond
multimedia, readings, images, links to e-journal articles and so forth all have their place
in an online course, so long as they are in service of the learning outcomes and integrated
into the course’s learning design so that students can engage with content purposefully.
SOCIAL LEARNING ACTIVITIES
Learning activities are structured exercises that advance a course’s learning outcomes
by asking students to learn together in a guided, collaborative way. They are an essen-
tial component of online courses today, where we need to do more than merely provide
academic content and then measure how well students have learned from it. They also
help to build social presence (e.g. Kear 2010), which creates a sense of an active learning
community and encourages students to engage with each other.
Online, it is easy to dream up all sorts of ideas for learning activities, and there is
always a danger that you end up creating activities for the sake of it.
Here are some guiding questions to bear in mind before designing an activity, which
can help to focus your learning design:
1 People (WHO?)
Who is the exercise for? Is it appropriate for your students? Is it inclusive to all
students?
2 Shared purpose (WHY?)
What is the aim of the exercise? Which of the course’s learning outcomes does it
help to advance? Does it help students to learn at the required levels?
3 Locating framework/social conditions (WHERE?)

Where in the course does the exercise occur? Have students been prepared for
working together in this way? Is it sequenced with other content, feedback points,
assessed elements and activities in a way that advances the course and develops
understanding of the topic?
4 Method (HOW?)
How will this exercise help students to learn? Make sure you are not asking stu-
dents to do things for the sake of it, and that the method is developed at each step
to allow for deepening engagement.
5 Activity (WHAT?)
You are now well placed to design the detail of the exercise. Remember to produce
it so it is addressed directly to your students, and think about whether the detail is
clear to them as they approach it.
By asking yourself these questions at the outset, you can design social learning activ-
ities that are more likely to unlock and harness the potential pedagogic energy of the
social web.
There are many good sources of examples of online activities (e.g. Salmon, 2002) and
some of the case studies in this book also provide practical examples of ways to embed
online elements into teaching.
The following case study shows some ways in which you can increase choice, social
presence and instructor presence by using simple online tools.
Case study 10.1: Application of knowledge and

choice in formative evaluation
It has been my experience, working in education for many years, that learners
perform at their best level when they are given assignments that allow them
to immediately apply the knowledge they acquire. Students have indicated to
me that they enjoy performing tasks when they are given a choice of topics and
technology tools to complete the assignment. This desire for choice is not differ-
ent in the face-to face classroom.
Example: While teaching future educators at an institution in Las Vegas, Nevada,
I required my students to engage with various technology tools in order to cre-
ate their assignments. I took this route so that these future educators had the
opportunity to become more digitally literate. Some of the tools I advocated that
my students use for content creation included blogs and video.
My expectation was that my students should blog regularly. They were asked to
be bold, be courageous and take a stand in their writing. Students were to find
relevant news articles related to their future teaching practice or content area
and write a brief synopsis of the article. Students would then stake out positions
on their article of choice and defend or promote them based on cited evidence.
The inclusion of recent articles made the work more current and relevant to the
students and allowed them to be viewed as thought leaders as they interviewed
for positions in the local school district.
A number of the traditional face-to-face course assignments were written tasks.
As I transitioned the course to be delivered in a blended format (meeting face-
to-face only three times in a term), it was necessary for these assignments to
be submitted electronically. The assignments themselves were formative eval-
uation tools that allowed for students to practice application of concepts and
theory.
One example of this was the students’ identification of their own teaching phi-
losophy. This assignment was typically a two-page written paper, but when
considering modifications for a blended modality, the assignment was modi-
fied to allow students to either submit a blog post or a video.
Example: In my current role, I work with faculty to assist them in the develop-
ment of high quality online programs. With this in mind, my colleagues and I
have developed a series of professional development MOOCs. One such course
is focused on helping faculty improve instructor and social presence in online
courses.
The participants in this MOOC created introduction videos for their own
online courses. The objective of the video was to introduce themselves to their
students, and welcome the students to the course. Each participant also cre-
ated their own action plan for incorporating social presence into their future
teaching. The top three actions that faculty wish to incorporate into their own
courses are the use of audio and video feedback on assignments, using peer
reviews to increase collaboration and critical thinking, and having students
start blogging about their learning.
(Whitney Kilgore, Senior Vice President for Learning Technologies,
Academic Partnerships)
FEEDBACK
Offline, feedback is usually either given live in group settings, by written responses to
assessed work or in one-to-one tutorials.
Online, you have the option to replicate these approaches (e.g. by moderated discus-
sions or virtual classroom seminars, by graded work received and replied to online,
or by web conference) or one can use the medium itself in web-native ways. (e.g. by
sophisticated annotation of work, where you insert audio or graphical feedback into
submissions, by modelling-back approaches in simulations, by immediate automated
feedback to formative assessments, by building in peer-feedback points to online
learning activities or by giving students access to learning analytics data about their
performance).
THE ACADEMIC ROLE
There is more fluidity to the academic role online. In an online learning course, you might
see the traditional academic role broken down in interesting ways. The lecturer-as-oracle
might be retained, but you may also see that role supplemented by online moderators or
tutors who can work with students in more personalised ways to guide their learning.
The lecturer may also become more of a facilitator, directing students to online sources,
helping them to evaluate, critique and share them. With the constraints of live physical
events lifted, one can bring in ‘guests’ more readily from far flung locations (e.g. for pod-
casts on a particular topic or virtual seminars), or you can use extant materials on the web
(a terrific lecture from another institution posted on iTunes U, for example, or a clip on
YouTube which illustrates a point). One can choose the extent to which you wish to bend
the academic role depending on your levels of comfort, the number of students on the
course and the nature of what you are teaching, but you have the option of using the lead
academic to give high quality (perhaps research-led) pedagogic input, and employing
different strategies for providing learning opportunities alongside that.
EXEMPLAR: A UNIT OF ONLINE TEACHING
What follows is a hypothetical and generic exemplar of a unit of online teaching, which
weaves together the elements discussed to create a simple, sequenced structure, as
shown in Table 10.1. There are many other ways of doing such a thing, but it is provided
to show how each element supports others, and can in combination provide a cohesive
and varied experience for students.
Find out what educational support and development is available in your

institution.
There is likely to be a learning technologies or online learning support team
somewhere who can provide pedagogic and practical guidance, as well as a
range of institutionally supported learning technologies.
Table 10.1 Sequencing a unit of online line teaching

What Features
1 Publish a short video presentation to introduce the topic. Instructor presence

Explicitly link it to the learning outcomes and assessment criteria. Alignment
2 Provide links to further background materials (e-journals, your Information transfer
own content, or third-party found resources). Open Educational
Resources
3 Release a learning activity around the content (for example, Social learning
asking students in groups to critique the content by asking and Social presence
answering questions about it between themselves, perhaps Peer feedback
supported by moderators).
4 Summarise the learning across the groups by recording a short Provides context for
audio summary. Publish any further information that may the social learning
clarify particular ideas that students may find difficult. Instructor presence
Feedback point
5 Release a short online formative assessment to allow students to Feedback point
gauge their understanding and get quick feedback.
6 Conclusion: revisit learning outcomes; invite students Reflective learning
to reflect (e.g. in e-portfolio) on their learning, make
notes-to-self on how well they feel they have engaged with
the topic. Signposting to conclude the unit of learning,
pointing forward to the next topic and relating this topic to the
assessment criteria.
CONCLUSIONS AND OVERVIEW

Rather than dwelling on the functionality of different tools and media, this chapter has
sought to offer a way to approach online teaching and learning from a learning design
perspective. If you do this, starting from the learning outcomes and then working
through what learning activities, content, feedback points and assessments are appro-
priate, then ideas for using different tools – a discussion board, a web conference, short
videos or student blogs or what have you – will follow naturally from the educational
strategies you pursue. This approach also means that you are less likely to become
bogged down in – or dazzled by – the latest technologies for their own sake.
Online learning tools and fashions date quickly. Back around the turn of the century,
large projects were in progress to revolutionise education through electronic media.
Grand claims were made, and much money spent, for example on the ambitious and
ill-fated UK e-University project (House of Commons Education and Skills Committee,
2005). There was also something of a gold rush to repurpose learning materials and
launch large-scale, content-led, broadly self-study distance learning programmes, only
a handful of which still exist in an ever more crowded market.
Today, the rise of MOOCs has generated still greater cycles of hype and enthusiasm.
They may indeed prove to be higher education’s ‘Napster moment’ (Bean, 2013), or they
may be the latest innovation that suffers from ‘apocalyptic predictions that ignore the
history of earlier educational technology fads’ (Daniel, 2012).
MOOCs aside, the focus for taught online credit-bearing programmes is returning
to what makes good teaching, and thus encourages successful learning, whatever tools
and media are being used. In an era of widespread, free access to high quality materi-
als, a successful course – distance or blended – has to be about much more than high
quality electronic content. Rather, it will be distinguished by the quality of the learning
design and the richness of the learning opportunities it offers: how students work alone
and with each other to make pertinent, visible contributions; how the teacher stimu-
lates collaborative learning and chooses appropriate uses of technologies for key activ-
ities; how assessed elements keep the students learning and engaged in discourse; and
how well the teaching team (whether module conveners, lecturers, online moderators
or teaching assistants) can use the media and tools available to instruct, guide, interest
and inspire their students.
Far from being automated or purely self-directed learning, it is clear that where effec-
tive online learning takes place today, it does so with the guidance and presence of a
thoughtful practitioner making judicious learning design choices about how they teach
and how their students will engage with the various elements that comprise an online
course in order to construct knowledge and understanding successfully.
REFERENCES
Barber, M, Donnelly, K and Rizvi, S (2013) An Avalanche is Coming: Higher Education and
the Revolution Ahead. London: IPPR. Available from: http://www.ippr.org/publication/
55/10432/an-avalanche-is-coming-higher-education-and-the-revolution-ahead (accessed
23 December 2013).
Bean, M (2013) MOOCs, Napster and the Tyranny of Conventional Wisdom: Where’s the Next Giant
Leap for Higher Education? Speech at Queen Mary, University of London. Available from:
http://ess.q-review.qmul.ac.uk:8080/ess/echo/presentation/151cc759-8613-4ff3-9581-
09d61e303693 (accessed 23 December 2013).

Beetham, H and Sharpe, R (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and
Delivering E-learning. Oxford: Routledge.
Bingham, R and Drew, S (1998) Costing and Resources: Open, Flexible and Distance Learning
Pack 3. Learning and Teaching Institute, Sheffield Hallam University, 5.
Christensen, C and Eyring, H (2011) The Innovative University: Changing the DNA of Higher
Education from the Inside Out. Chichester: John Wiley & Sons.
Daniel, J (2012) Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility.
Available from: http://www.academicpartnerships.com/sites/default/files/Making%20
Sense%20of%20MOOCs.pdf (accessed 2 January 2014).
Fowler, C and Mayes, T (2004) Stage 2: Mapping Theory to Practice and Practice to Tool
Functionality Based on the Practitioners’ Perspective. Available from: http://www.jisc.
ac.uk/uploaded_documents/Stage%202%20Mapping%20(Version%201).pdf (accessed 23
December 2013).
Gibbs, G (1999) ‘Using Assessment Strategically to Change the Way Students Learn’, in
S Brown and A Glasner (eds), Assessment Matters in Higher Education. Buckingham: Soci-
ety for Research into Higher Education and Open University Press, 41–53.
Higher Education Academy (HEA) (n.d.) Open Education Resources (OER). Available from:
http://www.heacademy.ac.uk/oer (accessed 2 January 2014).
Higher Education Statistics Agency (2013) Student and Qualifiers Data for 2011–12. Available
from: http://www.hesa.ac.uk/index.php/content/view/1897/239/ (accessed 2 January
2014).
House of Commons Education and Skills Committee (2005) UK e-University. Third
Report of Session 2005–05. London: The Stationery Office. Available from: http://www.
publications.parliament.uk/pa/cm200405/cmselect/cmeduski/205/205.pdf (accessed 23
December 2013).
Kear, K (2010) Social Presence in Online Learning Communities. Proceedings of the 7th Inter-
national Conference on Networked Learning 2010. Available from: http://www.lancaster.
ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Kear.pdf (accessed 2 January
2014).
Mayes, T and de Freitas, S (2004) Review of E-learning Theories, Frameworks and Models. Avail-
able from: http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20
Models%20(Version%201).pdf (accessed 23 December 2013).
Salmon, G (2002) E-Tivities: The Key to Active Online Learning. London: Routledge.
Sloan-C (2012) Changing Course: Ten Years of Tracking Online Education in the United States.
Available from: http://sloanconsortium.org/publications/survey/changing_course_2012
(accessed 2 January 2014).
FURTHER RESOURCES ONLINE

Links to various resources and practical guides about online teaching and learning: Higher
Education Academy (HEA). http://www.heacademy.ac.uk/resources/detail/cll/Online_
resources (accessed 2 January 2014).
A host of resources about the use of digital technologies for teaching and learning: JISC.
http://www.jisc.ac.uk/ (accessed 2 January 2014).
A repository of free open educational resources: JORUM. http://www.jorum.ac.uk (accessed

2 January 2014).
The advisory service for UK Higher Education on technologies for inclusion: TECHDIS.
http://www.jisctechdis.ac.uk (accessed 2 January 2014).

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Effective online

ties and assessment (see Figure 10.1).

FROM DESIGN TO PRACTICE

• Written coursework assignments or essays;

• e-Portfolios where students reflect on their learning or assemble a collection of

Finally, quality or security is not assured by deploying a plethora of assessment meth-

LEARNING MATERIALS/ACADEMIC CONTENT

SOCIAL LEARNING ACTIVITIES

3 Locating framework/social conditions (WHERE?)

Case study 10.1: Application of knowledge and

THE ACADEMIC ROLE

EXEMPLAR: A UNIT OF ONLINE TEACHING

Find out what educational support and development is available in your

Table 10.1 Sequencing a unit of online line teaching

1 Publish a short video presentation to introduce the topic. Instructor presence

CONCLUSIONS AND OVERVIEW

09d61e303693 (accessed 23 December 2013).

FURTHER RESOURCES ONLINE

A repository of free open educational resources: JORUM. http://www.jorum.ac.uk (accessed

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