As the University of Delaware prepares for potential impacts to our campus from the novel coronavirus (COVID-19), many instructors are wondering how they will continue to teach as the university transitions most of its teaching activities online this semester. Teaching in times of disruption can be challenging. Fortunately, the UD teaching community has access to a number of tools that can help instructors move elements of their classes online to support remote teaching and learning.
UD’s primary online resource for this transition on online teaching is the Faculty Commons’ Course Continuity website. This resource provides resources for the most commonly used technology-facilitated solutions (e.g. Canvas, Zoom).
If your course doesn’t translate easily into a digital format, we are prepared to help! Connect with a CTAL consultant.
One last recommendation: When national and international news is affecting our community, we recommend reviewing our “Difficult Dialogues” teaching guide. It’s a helpful reminder that many of us have taught through challenging times in the past, and it suggests some simple steps instructors can take to make things a little easier on themselves and their students.
UD-Developed Guides & Resources
(more content coming soon)
Designing and Facilitating an Online Course
(external resources added regularly)
Designing an Online Course
- The Difference Between Emergency Remote Teaching and Online Learning – EDUCAUSE Review
- Burn Bright, Not Out: Tips for Managing Online Teaching – Journal of Educators Online
- Teaching with Technology: Getting Started – University of Michigan, Center for Research on Learning & Teaching
- Blended & Online Learning – Vanderbilt University, Center for Teaching
- Optimal Teaching and Learning Practices in Online Multiparticipant Courses – Journal of Educators Online
- The Human Element in Online Learning – Inside Higher Ed
- Promoting a Sense of Belonging in Online Learning Communities of Inquiry – Journal of Online Learning
- Bring Meaning to Online Discussion with Intentional Design – Online Learning Consortium
- Integrating High Touch Strategies to Increase Student Engagement, Academic Performance, and Retention in Large Online Courses – Journal of Online Learning
- Using Structured Pair Activities in a Distributed Online Breakout Room – Journal of Online Learning
- Using Debate in an Online Asynchronous Social Policy Course – Journal of Online Learning
- Teaching to Connect: Community-Building Strategies for the Virtual Classroom – Journal of Online Learning
- Maximizing Interactivity in Online Learning: Moving Beyond Discussion Boards – Journal of Educators Online
Assignments & Assessments
- Finding the Balance: Creating Meaningful Assignments Without Overwhelming Instructional Workload – Journal of Educators Online
- Giving Exams Online: Strategies & Tools – Vanderbilt University, Center for Teaching
Video & Multimedia
- Designing and Developing Videos for Online Learning: A Seven-Principle Model – Journal of Online Learning
- How Multimedia Can Improve Learning and Instruction – American Psychological Association
- Drama Appreciation Learning Using Multimedia To Develop Student Literation – Proceedings of the Seventh International Conference on Languages and Arts (2018)
- How to Quickly (and Safely) Move a Lab Course Online – Chronicle of Higher Education
- Teaching with Simulations – The Science Teacher
- Application Of Pathogenic Biology Virtual Laboratory in Experimental Teaching of Medical Microbiology – DEStech Transaction on Economics, Business and Management
Field Work for an Online Course
- Immersive, Interactive Virtual Field Trips Promote Science Learning – Journal of Geoscience Education
- Games Methodologies and Immersive Environments for Virtual Fieldwork – IEEE Transactions on Learning Technologies
- The Virtual Field Station (VFS): using a virtual reality environment for ecological fieldwork in A‐Level biological studies – British Journal of Educational Technology
- Virtual Field Trips in Education of Earth and Environmental Sciences – Procedia – Social and Behavioral Sciences
- Enhancing Pre-service Teachers’ Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences – The Teacher Educator
- Using Social Media as a Platform for a Virtual Professional Learning Community – Journal of Online Learning
For more information on the university’s response to the coronavirus, please see this page, which is updated regularly.