Good practice in online learning activities (including group activities)

Some good practice ideas:

• Choose online activities according to their ability to help students to achieve specific learning outcomes.
• Make clear the links between the intended learning outcomes, the activity and assessments.
• Eliminate technical complexity, risk and unreliability wherever possible.
• Provide clear instructions, including how to navigate and access technical help.
• Check all necessary and desirable resources and supports for the activity are easily accessible. Put them in one well-structured folder or site, if possible.
• Aim to create authentic tasks where possible: reflect real-world practice, choices, conditions, flow of tasks, assessment standards, social supports and so on.
• Design collaborative tasks so that students' collaboration is necessary to complete assessments and achieve meaningful learning outcomes.
• Allow adequate staff time for moderating and supporting activities, especially group activities.
• In group activities, explore peer assessment options.

For more information, see: Designing your online/blended unit: activities web page.

Principles:

e-Learning Maturity Model learning process descriptions:

• Learning designs and activities actively engage students
• Courses are designed to support diverse learning styles and learner capabilities

Salmon, G 2011, E-moderating: the key to teaching and learning online, 3rd edn, Routledge, London.)

Herrington, J, Reeves, T & Oliver, R 2010, A guide to authentic e-learning, Routledge, London.

Examples of good practice in online activities:

• Using group wikis to foster collaboration (S & T)
• Teaching statistics by eLive (H)
• StudyMate activities: a fun way of learning (S & T)