3 key things when developing online education

Post-Covid-19, we no longer live in an age in which educational experiences can be simply described as a dichotomy between online or not online. So what are the key considerations when moving from a predominantly face-to -ace mode of education to online distance education? asks CODE Fellow Neil Mosely in a recent blog post.

3 key things when developing online education

Post-Covid-19, we no longer live in an age in which educational experiences can be simply described as a dichotomy between online or not online. So what are the key considerations when moving from a predominantly face-to -ace mode of education to online distance education? asks CODE Fellow Neil Mosely in a recent blog post.

For many universities until recently the most common mode of teaching and learning has been centred around sequences of face-to-face classes or sessions.

This mode dominates many universities' portfolios of courses and exerts the strongest influence on teaching and the organisational setup.

Changing from a long standing and familiar mode can be jarring in lots of ways, but there are some key differences that can act as a basis for considering changes both organisationally and in one's own teaching.

Thinking about time, place and interpersonal aspects of the educational experience are key to successful transition.

Universities that want to move into online education, or appraise their online education portfolios and operations, can use these three main differences as a springboard to considering the impact a new or changed mode of education has on educators, staff, operations, policies & procedures to name a few.