Unit 1- What do you need to rethink to teach online?


The purpose of this unit is to help you to begin to realize what do you need to rethink to teach online. jgfjkfjkfjkfdkj


The Internet has significantly changed how we communicate with one another as well as how we access, share and facilitate information. The issue is no longer one of how to use technology to teach, but one where the collaboration and online engagement focuses on improvement.

It is important therefore to focus on understanding effective activities and assessments for online teaching rather than the technology itself.

How do you want to teach online?

You can design online courses to teach in any of these ways, but moving your class online gives you an opportunity to rethink your teaching, perhaps to be able to tackle some of the limitations of classroom teaching, and to renew your approach to teaching.

If you are thinking about going online, take the opportunity before you start teaching to think about how you’d really like to be teaching, and whether this can be accommodated in an online environment.

It’s not a decision you have to make immediately though. The important point is to be open to doing things differently.

Learning outcomes

Online and face-to-face courses have the same outcomes (goals) yet, the instructional design, activities, assessments, and interactions are different.

Practice and critical thinking

Online learning is about practice: how to find, evaluate, analyze, and apply information within a specific knowledge domain. Online learning is about critical thinking: assessing reasoning for clarity, accuracy, precision, relevance, depth, breadth, logicalness, significance and fairness.

Covering content is a narrow and superficial way to learn.


  • Design your online course in ways that give learners opportunities to practice and improve.
  • Give your learners responsibility for their learning.
  • Use a critical thinking approach in all your activities and assessments.

What can I learn in your online course that ‘s not just for a grade but something that’s useful enough to me in my adult life and I can take with me?

  • Good social communication skills
    • Your learners need to be able to communicate in a variety of ways. Writing and speaking skills remain critical, but increasingly the ability to communicate through modern media using social media. 
  • Independent and inter-dependent learning
    • Online learning, by its nature, requires learners to take responsibility for managing their learning.
  • Real world, authentic activities
    • Learners control their interests in your online course. Learners need to be interested in the subject matter to be engaged in their learning.
    • You control the relevance of the content to the learner. Providing relative content is critical to the success of your online course.
      You also have  control over the degree to which learners understand why they are learning what they are learning.
    • Make learning relevant and you will increase learner engagement. To determine how relevant the content in your online course, ask yourself these three questions;
      • How does the content connect to other subjects as well as current events?
      • How does the content apply the learners interests and everyday life?
      • How might the content affect their aspirations?
  • Real world, authentic assessment
    • Many learners, who are used to being fed content then tested on their memory of it, will have a new appreciation for learning how to learn.


When learners know how your course will benefit their overall education, their chosen profession, and their personal life, they be will be motivated to learn.

Learners who are personally interested and invested in a learning activity persist longer, develop deeper connections, and think more critically than students who are not.

Research shows that learners perform better when instructors help them to make connections between course content and personally held interests and values.

Content From
Learning to Teach Online by Simon McIntyre, Dr Negin Mirriahi
Tony BatesDecide how you want to teach online

Unit 1 Practice

Get your Unit 1- Teaching Online Action Plan

Login to UH Google Drive
  1. Make a copy and get your action plan. Click on Teaching Online Action Plan -Week 1 [insert your name here]
  2. Insert your name in the title- by clicking on the title name in the upper left corner of your document.
  3. Locate your new  Action Plan  document  in your  Google Drive account.
  4. Please complete the  steps belowDirections for each step are on  your worksheet.
    1. Table: A Guiding Question requires a Guiding Activity and a Resource.
    2.  Reflection. How did it go this week? Please assess your learning experience.
    3. Professional Development Further Skills I need to develop and what I’m going to do to get those skills.

Unit 1 Self Assessment & Badge