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.
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: